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1.
To investigate the effect of a number of situational factors on student evaluations of lecturers, a teacher rating form (TRF) was administered to 326 first-year students taking an Introduction to Economics course. A comparison was made of the responses of the following subgroups among the students: full-time versus part-time students; students asked to sign their responses versus those whose responses were left anonymous; students told that their responses were just for feedback to the lecturer versus those told that their responses would be used for promotion, tenure, and salary decisions about the lecturer; students told that the TRFs were sponsored by the student association versus those told that the TRFs were sponsored by the staff association. The factors of sponsor identity (staff or student association) and use of ratings (feedback or decisional) had significant effects on TRF scores; but the effects of the factors of anonymity and full- versus part-time were insignificant. These results are taken as suggestive evidence that conditions of administration can modify student responses to TRFs and that they should be as uniform as possible if TRFs are to be used to compare lecturers.  相似文献   

2.
At the University of Queensland a questionnaire to students for their evaluation of tutors’ and lecturers’ classroom presentation and classroom management has been in (increasing) use since 1982. The introduction of the evaluation questionnaire and the management of the evaluation system are based on the research lieterature on change. Student evaluations per se do not induce change. However, self evaluations focus staffs attention on their own perception as teachers, and possible discrepancies between self and student evaluation may then motivate staff to change.

Therefore self evaluation has been used in the evaluation of teaching schemesto facilitate change. Overall, there was no relationship between student ratings and staff self ratings on the question, “All things considered, how would you rate this staff member's overall effectiveness as a university teacher?” Both highly and poorly rated lecturers showed large discrepancies between their self perception and student perception. This emphasises the importance of using more than one source of evaluative information for decision makeing. An interview study found that nearly all those evaluated had implemented changes and felt positive about evaluation.  相似文献   


3.
《Africa Education Review》2013,10(4):512-525
Abstract

This article represents a literature review and interpretation pertaining to the role that metacognition is seen to play in student performance. It begins by providing evidence from research reported in the literature which indicates that not all students are able to accurately assess their capabilities, and suggests that this lack is linked to insufficiently developed metacognitive skills (MS). The concept of metacognition, as well as its role in academic learning and reading, is discussed. On the basis of evidence from research reported in the literature, which has shown that explicit teaching of metacognitive strategies can result in improved performance among students, the article concludes by suggesting practical ways in which lecturers can help their students develop key MS.  相似文献   

4.

Sexual harassment of female students by their lecturers has become a serious social problem in schools and institutions of higher education in Zimbabwe. The current study is an in-depth follow-up to Zindi's study (1994) and sought to investigate and establish whether or not inappropriate relationships between male lecturers and female students exist; whether female lecturers sexually harass male students; and whether there is a relationship between sexual harassment and students' performance in their studies. There may be a relationship between sexual harassment and the performance of female students in examinations. The results of a questionnaire completed by 83 students in one higher education institution in Zimbabwe revealed the widespread sexual harassment of female students by male lecturers and the different perceptions of such harassment held by male and female students. Possible implications of these findings to education are discussed and recommendations made.  相似文献   

5.
ABSTRACT

Educators in higher education commonly use peer and self evaluations to help assess student performance on group projects. Although these evaluations provide multiple benefits, many educators are wary of using them due to concerns about their quality. This study addresses three questions debated in the literature regarding the quality of these assessments. How much do students differentiate among peer contributions through their ratings? How reliable are peer ratings? How much agreement exists between peer and self ratings? Although these questions have been addressed to varying degrees in past work, their answers have been far from settled. While many studies focus on just one of the questions, this study’s data make it possible to address all three questions for the same group of students as well as examine each question by student performance level. The evaluations assessed in this study were completed by a large number of students under conditions associated with obtaining more valid and reliable ratings. Overall, the results provide support for using peer and self evaluations to help assess student contributions to group projects. Peer ratings were largely reliable as group members generally agreed on the scores given to their peers. In addition, most students differentiated among group member contributions through their ratings. Students also tended to rate themselves higher than their peers rated them. This study has implications for how peer and self evaluations can be most effectively used by educators to measure student performance in group work.  相似文献   

6.
Abstract

The student evaluation of teaching (SET) tool is widely used to measure student satisfaction in institutions of higher education. A SET typically includes several criteria, which are assigned equal weights. The motivation for this research is to examine student and lecturer perceptions and the behaviour of the students (i.e. ratings given by them to lecturers) of various criteria on a SET. To this end, an analytic hierarchy process methodology was used to capture the importance (weights) of SET criteria from the points of view of students and lecturers; the students' actual ratings on the SET were then analysed. Results revealed statistically significant differences in the weights of the SET criteria; those weights differ for students and lecturers. However, analysis of 1436 SET forms of the same population revealed that, although students typically rate instructors very similarly on all criteria, they rate instructors higher on the criteria that are more important to them. The practical implications of this research is the reduction of the number of criteria on the SETs used for personnel decisions, while identifying for instructors and administrators those criteria that are perceived by students to be more important.  相似文献   

7.
ABSTRACT

Over the last few years, student engagement has become a commonly used term in Higher Education across the United Kingdom, American and Australasian higher education systems. This article presents research on an area of student engagement absent from the literature, that of new lecturers’ practices. Following detailed analyses of interview data after one year of teaching, the findings reveal a range of perceptions, pressures and tensions relating to student engagement which influence practice. Most lecturers described engagement as an emotional construct (the need for students to ‘like’ learning) as well as a cognitive construct (what they learn). However, there were tensions between the two and a need to overcome perceived barriers. We argue that lecturers can best be supported by acknowledging the time it takes to gain confidence, experiment and take risks, and appreciating their need to respond to different expectations.  相似文献   

8.

The essay has been called the 'default genre' in high school and university education. This paper examines the nature, history and function of the essay in this role, including feminist critiques of the genre. It explores in particular the dialogic or multi-voiced character of most academic essays, and suggests that it is through dialogic structuring that new forms of academic writing might be generated. Excerpts from five student essays, and other forms of coursework and examination work are studied. The paper suggests that the handing in of essays and their role in the assessment of student performance is an elaborate game that students and teachers/lecturers have to learn to play well in order for both sides to enjoy and gain from the experience; it also concludes that it is time to recognise more formally the diverse forms of student expression as valid contributions to the demonstration of emerging knowledge.  相似文献   

9.
Abstract

The effects on student performance and student attitudes of varying the instructional locus of control between students and teachers were investigated. A 2 X 2 factorial design was used that included either teacher regulation or student regulation of 1) the setting of weekly learning goals, and 2) the evaluation of weekly work. After a 4-week period, a mathematics achievement test and a student attitude survey were administered. Results indicated that although teachers set more individual learning goals for students, students who set their own learning goals attained more of them. Students tended to evaluate their work more favorably than teachers, and work evaluations from both teachers and students were higher for students who initially set their own learning goals. In addition, students who were given the opportunity to set their own learning goals reported better goal-setting ability than those for whom goals were externally imposed by the teacher. As predicted, the self-regulated goal setting and evaluation were found to be significantly related to attitudes, but not to mathematics achievement.  相似文献   

10.
Abstract

This paper describes an institutionally based research project examining the problems encountered in introducing curriculum change to an engineering programme in a further education college. The project required tutors to integrate assessment of core skills with their engineering assessment. Evaluation of the impact of these changes was made using both interviews and questionnaires. Tutors experienced some problems in taking on this new responsibility. Students, particularly adult students, welcomed a move to more active learning, but required more guidance from lecturers on what was required of them. The project explored the practical problems experienced by lecturers and students when change was introduced. The findings of this study highlight the extent of change in attitude and in teaching style that may be required by many lecturers implementing General National Vocational Qualifications programmes.  相似文献   

11.
Abstract

The authors compared the average grades given in 165 behavioral and social science courses with the average ratings given by students to the instructors who taught the courses. Significant positive correlations were found between the average ratings for instructional quality and the average grades received by students. The courses in which the average grades were the highest were also those in which students gave teachers the highest ratings. Among possible reasons for the correlations are that better teachers attracted better students or that quality teachers provided more effective instruction, resulting in more student learning and, thus, higher average grades. Another explanation is that most college students tend to bias their ratings of instructional quality in favor of teachers who grade leniently (I. Neath, 1996). If correct, the latter reasoning begins to explain why the widespread use of student evaluations in the United States in recent decades has been accompanied by increases in the average grades that university students received. To prevent grade inflation, and particularly to avoid rewarding and promoting instructors who use increasingly lax grading standards, administrators should adjust student ratings of instructional quality for the average grades given for a course. In general, only courses near the extremely high and low ends in terms of students' average grades were significantly affected by the statistical adjustment.  相似文献   

12.

Previous research examining computer-assisted teaching is inconclusive. Some studies find enhanced student performance while others find no difference from traditional-approach pedagogy. This case study compares student performance and course evaluations for computer-assisted and traditional-approach sections in three criminal justice courses: crime theory, criminal courts, and inequality in the justice system. Overall results indicate a significant difference between student performance in computer-assisted and traditional classes. Yet differences are not the same for each course. The theory course shows the least difference while the courts course had the greatest difference. Student evaluation data indicate computer-assisted activities are enjoyed, yet differences from traditional-approach sections are not significant. Questions for future research on the use of technology in teaching are raised.  相似文献   

13.
Abstract

There has been much attention given to the needs of students with learning disabilities in Australian schools in recent years. The needs and experiences of university students with learning disabilities have received less attention. This article reports on the results of a small study of students who identified as having a range of difficulties with learning at one Australian university. Eight students across a range of discipline areas and year levels were asked about the nature of their difficulties, the kinds of adjustments they receive and their effectiveness, and for their suggestions about how these adjustments could be improved. The results pointed to the need for university lecturers to better understand the kinds of learning difficulties experienced by such students. Such an understanding can assist lecturers in knowing how to adjust their teaching and learning practices so these students can more fully participate and be successful in their university studies.  相似文献   

14.
Abstract

There is currently much controversy in the student evaluations of teaching, employed by many universities world-wide. The administrators see these as a valuable means to measure a teacher’s effectiveness and, hence, potential for advancement, while much of the research suggests that these may be unreliable proxies for how effective the student learning actually is. Whether or not the evaluations in their current format are eventually deemed as reliable, one issue of crucial importance is the class size, which must be correctly weighted in determining the teacher’s overall effectiveness. Here, through a case study, we demonstrate the possible pitfalls in using the scores from a small number of student responses.  相似文献   

15.
Abstract

In the neo-liberal context of a UK university, responding to student feedback in order to raise student satisfaction levels is important in improving National Student Survey (NSS) scores. This article focuses on the impact of a UK university’s new student feedback questionnaire - for individual modules - which used the NSS questions. The research draws on survey data (N?=?101) to identify lecturers’ views and three student focus groups. The outcomes raised issues relating to performativity, professionalism and ‘provision’, the latter defined as the university’s contract with each student, including the aspects that affect the student learning experience but are beyond the lecturers’ control, for example, class sizes and timetables. The results indicate that by recognising the impact of provision university managers may be better able to develop systemic improvements to student experience and (in the UK) a corresponding uplift in NSS and Teaching Excellence Framework (TEF) results. The article puts forward a model linking performativity, professionalism and provision to the relationships between university managers, academics and students. This model could enrich understandings of professionalism and performativity, extend the range of issues affecting student experience in SETs and support data analysis in future research studies.  相似文献   

16.
Abstract

This study evaluated the effectiveness of interactive television in teaching an MSW foundation research methods course. Specifically, the performance of distant students who received instruction via interactive television was compared with the performance of their peers who received simultaneous face-to-face instruction in an interactive television classroom on-campus and with students who took the course in a traditional classroom. This retrospective analysis of student performance, spanning a four-year period, found that students performed comparably regardless of the setting for the course. The three groups of students studied did not differ statistically on their combined midterm/final examination test scores, the required course paper, or final course grades.  相似文献   

17.
Relating students?? evaluations of teaching (SETs) to student learning as an approach to validate SETs has produced inconsistent results. The present study tested the hypothesis that the strength of association of SETs and student learning varies with the criteria used to indicate student learning. A multisection validity approach was employed to investigate the association of SETs and two different criteria of student learning, a multiple-choice test and a practical examination. Participants were N?=?883 medical students, enrolled in k?=?32 sections of the same course. As expected, results showed a strong positive association between SETs and the practical examination but no significant correlation between SETs and multiple-choice test scores. Furthermore, students?? subjective perception of learning significantly correlated with the practical examination score whereas no relation was found for subjective learning and the multiple choice test. It is discussed whether these results might be due to different measures of student learning varying in the degree to which they reflect teaching effectiveness.  相似文献   

18.
Abstract

This paper employs a stochastic production frontier model to assess the efficiency of the senior secondary schools in the Gambia. It examines their efficiency in using and mixing the educational inputs of average teacher salary, average teacher education, average teacher experience and students to teacher ratio in producing the number of students scoring credit and above in English and Mathematics. The schools are categorized into three types: the Government schools, the subsidized schools and the private schools. The paper finds no evidence that the private schools are different from the subsidized schools, but there is robust evidence that the private schools are significantly different from the Government schools. The average teacher salary is found to be irrelevant to the student performance, whereas high average teacher experience significantly improves student performance, and high student-to-teacher ratio significantly negates the student performance. Private schools appear to be the most efficient in 2006, but from 2007 to 2008, the performance of the schools in general is found to be highly volatile and unpredictable. Only one school emerges to consistently maintain a superior efficient performance throughout the three years studied.  相似文献   

19.
While enrollment in online courses has tripled in ten years, little is known about the impact of different exam-taking environments on learning. A recent study of economics students found that online students taking un-proctored exams scored one letter grade higher than online students taking proctored exams. However, there were no apparent systematic safeguards against cheating in the un-proctored section. This study adds to the literature by comparing student’s performance in online classes with proctored exams to the performance of online students in a carefully controlled online testing environment (Respondus Lockdown Browser [RLB]). Methods: Data refer to 287 students enrolled in a criminology course at a Carnegie research-extensive university. The experimental group consisted of students in online sections who were called back to campus to take exams in a proctored environment. The control group took exams off campus using RLB. All sections were taught by the same instructor. The dependent variable is the score on the standardized final examination. The central independent variable is the type of exam environment: proctored vs. the RLB environment. Results: Controlling for other constructs, there was no significant difference between student exam scores in the proctored sections and the sections employing RLB. Conclusion: The results suggest that the judicious use of RLB can level the playing field between exam scores in proctored vs. nonproctored online sections. Technology such as RLB, which minimizes opportunities for cheating online, may provide tools for fairness in grading. Future work is needed for other courses, other fields, and other types of academic institutions.  相似文献   

20.
Abstract

This paper is based on findings from an email interview study with 20 academics (17 women, 3 men) in the UK on short-term, insecure or ‘casualised’ contracts. The paper focuses on their perceptions of the effect their contract status has on the lecturer/student relationship: particularly in regard to student perceptions of their legitimacy and status. Using a poststructuralist theoretical lens, we explore lecturers’ concerns or anxieties as to whether they may be interpreted as less legitimate than permanent staff; and the emotional labour involved in the work done to ‘cover’ for the difficulties that a lecturer’s contract status causes for the quality of their teaching content and organisation. We also explore the considerations of some participants to voluntarily ‘disclose’ their status to students and the possibilities of such acts as a form of resistance to dominant discourses of the legitimate academic.  相似文献   

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