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Journal articles on the topic 'Student teaching – Evaluation'

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Published: 4 June 2021

Last updated: 10 February 2022

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1

Halston, Abby, Taylor Lum, and Hans Chun. "Student Evaluation of Teaching: Exploring Instructor and Student Perspectives with Course Redesign." Education, Language and Sociology Research 1, no. 1 (June 19, 2020): p144. http://dx.doi.org/10.22158/elsr.v1n1p144.

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Student Evaluation of Teaching (SET), or instructor evaluations, is used as a significant instrument across the world to measure instructors teaching methods and course evaluations. With the lack of standardized SET across universities and institutions, this study gains insight into how instructors use and improve student evaluations and students’ views of how their feedback is utilized by posing questions to university students and faculty through focus groups and interviews. Data was gathered and recorded to interpret students’ perceptions with how instructors utilize the students’ evaluations and instructors’ perceptions of student evaluations and how the instructors use the students’ feedback. Results indicate that students and instructors have different values for student feedback and curriculum improvement. Implications of different values for student feedback and curriculum improvement include instructors not attempting to improve their teaching and course, students poorly rating their instructors, and students that may not be challenged due to possibly receiving a negative evaluation.

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2

Wolfer, Terry A., and Miriam McNown Johnson. "Re-Evaluating Student Evaluation of Teaching." Journal of Social Work Education 39, no. 1 (January 2003): 111–21. http://dx.doi.org/10.1080/10437797.2003.10779122.

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3

Reisenwitz, Timothy H. "Student Evaluation of Teaching." Journal of Marketing Education 38, no. 1 (September 17, 2015): 7–17. http://dx.doi.org/10.1177/0273475315596778.

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4

Rice, Lee C. "Student Evaluation of Teaching." Teaching Philosophy 11, no. 4 (1988): 329–44. http://dx.doi.org/10.5840/teachphil198811484.

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5

Dwinell, Patricia L., and Jeanne L. Higbee. "Students' Perceptions of the Value of Teaching Evaluations." Perceptual and Motor Skills 76, no. 3 (June 1993): 995–1000. http://dx.doi.org/10.2466/pms.1993.76.3.995.

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This research examined how 187 students assessed a course evaluation form, the anonymity of the evaluation process, the fairness and accuracy students attribute to the task of completing evaluations of instruction, and students' perceptions of the extent to which teachers and administrators make use of the information provided by evaluations. 92% of the student-participants believed that the rating forms provided an effective means of evaluating instruction. The majority thought instructors pay attention to evaluation results and change their behavior accordingly. Only 2% believed that their anonymity was not protected. Students appeared to have more faith in their own evaluations than in those of other students. They also lacked confidence in the use of evaluations for determining salary increases or tenure and promotion.

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Pullen, Darren, Steven Collette, Loan Dao, and J. F. "Student Evaluations of Teaching: Is There a Relationship between Student Feedback on Teaching and the Student Final Grade?" Frontiers in Education Technology 2, no. 3 (July 4, 2019): p124. http://dx.doi.org/10.22158/fet.v2n3p124.

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The use of Student Evaluations of Teaching (SET) has become widespread practice in higher education despite inconclusive evidence reported in the literature around its validity. Not surprisingly, the question of the validity of SET continues to be a current debate in higher education, pointing to more research to be conducted in this area. The current study contributes to broadening knowledge and understanding on the validity of SET by drawing on an online unit evaluation completed by students (n=2430 out of total student enrolment of N=7757) in one university across three postgraduate education programs over a two-year period, to determine whether there is a relationship between student feedback on teaching and student final unit grade. Findings revealed that students who achieved very high or very low final unit grades did not participate in the SET, while students who achieved Pass or Credit grades partook in the SET, thus providing feedback. This indicates that teaching and evaluating staff need to be aware that a large subset of their students that are not providing feedback to staff to improve the quality of their courses.

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Raman, Raghu, and Prema Nedungadi. "Adoption of Web-Enabled Student Evaluation of Teaching (WESET)." International Journal of Emerging Technologies in Learning (iJET) 15, no. 24 (December 22, 2020): 191. http://dx.doi.org/10.3991/ijet.v15i24.17159.

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The “student voice” movement, which advocates for the critical importance of seeking and applying student input into educational decisions such as curriculum development and teaching methods, has been gaining momentum. We examine “student voice” through the vehicle of “Student Evaluation of Teaching (SET)” in the context of higher education. We treat Web-Enabled Student Evaluation of Teaching (WESET) in higher educational institutions as an innovation and apply Diffusion of Innovation theory to study its adoption. We study WESET rates of adoption by analyzing data from 45,934 anonymous student feedbacks of 427 teachers by 1102 students over a period of five years covering both undergraduate and graduate programs at an Indian university. Data from 589 courses in three distinct academic disciplines were collected and analyzed. The adoption rate of the students is primarily attributed to three factors: (a) the guarantee that the system will maintain anonymity, (b) expectation that student feedback will result in positive changes, and (c) ease of use as WESET was integrated into an existing system already used by students. Student evaluations for the same courses significantly improved over each subsequent semester, suggesting that faculty had incorporate student feedback into their curriculum and teaching methods.

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Chen, Guo-Hai, and David Watkins. "Can Student Ratings of Teaching be Predicted by Teaching Styles?" Psychological Reports 106, no. 2 (April 2010): 501–12. http://dx.doi.org/10.2466/pr0.106.2.501-512.

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The relationship between teaching styles and student ratings of teaching was examined at a Chinese university. 388 teachers (170 men, 218 women) were invited to fill out the 49-item Teaching Styles Inventory (Grigorenko & Sternberg, 1993). The inventory measures seven teaching styles: legislative, judicial, liberal, global, executive, conservative, and local. Scores from students' evaluations of teaching of courses for one semester were collected. Students' evaluation scores were significantly and negatively related to executive and conservative teaching styles of their teachers, while no significant correlation was found between student ratings and any of the other five teaching styles. Only conservative teaching style contributed significantly to the prediction of student ratings. Sex and age were found to have moderating effects on the relationship between teaching style and student ratings. The role of teaching styles in student ratings was discussed.

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Kustra, Erika, Florida Doci, Kaitlyn Gillard, Catharine Dishke Hondzel, Lori Goff, Danielle Gabay, Ken Meadows, et al. "Teaching Culture Perception: Documenting and Transforming Institutional Teaching Cultures." Collected Essays on Learning and Teaching 8 (June 12, 2015): 231. http://dx.doi.org/10.22329/celt.v8i0.4267.

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An institutional culture that values teaching is likely to lead to improved student learning. The main focus of this study was to determine faculty, graduate and undergraduate students’ perception of the teaching culture at their institution and identify indicators of that teaching culture. Themes included support for teaching development; support for best practices, innovative practices and specific effective behaviours; recognition of teaching; infrastructure; evaluation of teaching and implementing the student feedback received from teaching evaluations. The study contributes to a larger project examining the quality of institutional teaching culture.

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Gao, Zhan, Zhihai Suo, Jun Liu, Mo Xu, Dandan Hong, Hua Wen, and Xiangting Ji. "Construction practice of student evaluation system based on JFinal + webix integrated framework and Baidu AI platform." MATEC Web of Conferences 336 (2021): 05016. http://dx.doi.org/10.1051/matecconf/202133605016.

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Students' evaluation of teaching is a key link to realize teaching quality monitoring and promote teachers' teaching level. Based on the practice of student evaluation in our university, this paper constructs a multi-level student evaluation system, and develops an online student evaluation system by using JFinal+webix integration framework. The new Internet plus evaluation model is established to improve the efficiency of student evaluation and the enthusiasm of students to evaluate teaching. Meanwhile, based on the analysis of students' comments on teaching by Baidu AI platform, It provides data support for the improvement of learning level and the optimization of teaching evaluation.

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Davies, Angharad P. "Evaluation of a Novel Antibiotic Teaching Resource." Medical Science Educator 30, no. 1 (February 11, 2020): 107–9. http://dx.doi.org/10.1007/s40670-020-00927-y.

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Abstract Antimicrobial resistance presents a major challenge for healthcare and education of future prescribers is critical. Integrated medical courses allow more limited time for teaching the science of clinical microbiology, which underpins antimicrobial prescribing, making this a difficult topic for students. An innovative educational resource based on a game was created and evaluated in medical student teaching. Most students reported that the game assisted learning. However, testing showed that recall did not improve after using the resource. Student perceptions of resource efficacy may not correlate with test scores. The longer-term positive effect of enhanced student engagement is more difficult to measure.

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12

Shaw, Graham P. "Measuring Teaching Effectiveness—or Not." Journal of the American Podiatric Medical Association 103, no. 1 (January 1, 2013): 94–96. http://dx.doi.org/10.7547/1030094.

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Faculty in the present-day academic medicine environment are expected to perform multiple functions, notably, the provision of high-quality teaching to the medical professionals of tomorrow. However, evaluating the effectiveness of this teaching is particularly difficult. Student evaluations of teaching, despite their many flaws, are widely used as a convenient tool to measure teaching effectiveness. Administrators continue to routinely use student evaluation of teaching surveys in faculty retention/promotion and merit pay decisions. This practice should be reevaluated since it may have unintended consequences, such as grade inflation and content debasement, and may contribute to faculty leaving the institution and even the profession. A more valid, reliable, and formative protocol for the evaluation of genuine teaching effectiveness needs to be developed as a matter of some urgency. In this review, alternatives to the student evaluation of teaching are explored to better measure true teaching effectiveness. (J Am Podiatr Med Assoc 103(1): 94–96, 2013)

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Mitchell, Kristina M. W., and Jonathan Martin. "Gender Bias in Student Evaluations." PS: Political Science & Politics 51, no. 03 (March 6, 2018): 648–52. http://dx.doi.org/10.1017/s104909651800001x.

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ABSTRACTMany universities use student evaluations of teachers (SETs) as part of consideration for tenure, compensation, and other employment decisions. However, in doing so, they may be engaging in discriminatory practices against female academics. This study further explores the relationship between gender and SETs described by MacNell, Driscoll, and Hunt (2015) by using both content analysis in student-evaluation comments and quantitative analysis of students’ ordinal scoring of their instructors. The authors show that the language students use in evaluations regarding male professors is significantly different than language used in evaluating female professors. They also show that a male instructor administering an identical online course as a female instructor receives higher ordinal scores in teaching evaluations, even when questions are not instructor-specific. Findings suggest that the relationship between gender and teaching evaluations may indicate that the use of evaluations in employment decisions is discriminatory against women.

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Ahmad, Tashfeen. "Teaching evaluation and student response rate." PSU Research Review 2, no. 3 (December 14, 2018): 206–11. http://dx.doi.org/10.1108/prr-03-2018-0008.

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Purpose The purpose of this paper is to share the author’s viewpoint on how to increase student response rate in course evaluation surveys. Design/methodology/approach The approach is to highlight measures which increased student response rate in online surveys of the author’s teaching evaluation at The University of the West Indies, Jamaica. Findings This viewpoint suggests that student response rate to course evaluation can be improved by the lecturer’s effective communication. The examples of effective communication are given in this paper. Originality/value This work will encourage the lecturers to initiate more student engagement to improve response rate of their teaching evaluation.

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Ruslim, Nooradelena Mohd, Ng Loo Ee, Norhusna Saharun, Nurhusna Baharuddin, Nurul Ain Abu Bakar, and Mohd Khairil Abd Karim. "The Correlation between Teaching Evaluation and Lecturers’ Performances." Asian Social Science and Humanities Research Journal (ASHREJ) 2, no. 1 (June 25, 2020): 32–37. http://dx.doi.org/10.37698/ashrej.v2i1.21.

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The purpose of the study is to explore the relationship between teaching evaluation and lecturers’ performances. To achieve this purpose, the study analysed the correlations between teaching evaluation scores by student and evaluation on lecturers’ performances by dean, and between teaching evaluation scores by student and students’ final examination results. Census study was applied to collect all data, which involved 124 lecturers and eight deans. The study used data from the online system, which involved evaluation made for 246 courses by all active students in semester June – November 2018. Descriptive and inferential statistics were applied in this study and analysed using SPSS version 21.0. The result showed that there is no significant relationship between teaching evaluation scores by student and evaluation on lecturers’ performances by dean. This study also found that there is no significant relationship between teaching evaluation scores by student and students’ final examination results. Based on the findings, the study inferred there is bias in the evaluation instruments and there are external factors contributed to the outcome of insignificant correlations in both analyses, thus the effect or impact of the evaluation system to academic division is not significant

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Aigner, Dennis J., and Frederick D. Thum. "On Student Evaluation of Teaching Ability." Journal of Economic Education 17, no. 4 (1986): 243. http://dx.doi.org/10.2307/1182148.

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Aigner, Dennis J., and Frederick D. Thum. "On Student Evaluation of Teaching Ability." Journal of Economic Education 17, no. 4 (September 1986): 243–66. http://dx.doi.org/10.1080/00220485.1986.10845172.

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18

Sproule, Robert. "Student Evaluation of Teaching: Methodological Critique." education policy analysis archives 8 (November 2, 2000): 50. http://dx.doi.org/10.14507/epaa.v8n50.2000.

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The purpose of the present work is twofold. The first is to outline two arguments that challenge those who would advocate a continuation of the exclusive use of raw SET data in the determination of "teaching effectiveness" in the "summative" function. The second purpose is to answer this question: "In the face of such challenges, why do university administrators continue to use these data exclusively in the determination of 'teaching effectiveness'?"

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Pounder, James S. "Is student evaluation of teaching worthwhile?" Quality Assurance in Education 15, no. 2 (May 2007): 178–91. http://dx.doi.org/10.1108/09684880710748938.

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Solomon, ES, and JC Whiton. "Student evaluation of audiovisual teaching equipment." Journal of Dental Education 51, no. 9 (September 1987): 559–60. http://dx.doi.org/10.1002/j.0022-0337.1987.51.9.tb02142.x.

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21

Dorasamy, N. "Role of Student Ratings of Lecturers in Enhancing teaching at Higher Education Institutions: A case study of the Durban University of Technology." Journal of Economics and Behavioral Studies 5, no. 5 (May 30, 2013): 268–81. http://dx.doi.org/10.22610/jebs.v5i5.403.

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Evaluation of the quality of programmes by students is considered an important assessment instrument in determining programme effectiveness within higher education institutions. Student ratings of lecturers are only a partial assessment of programmes, since other evaluations beyond studentsâ€™ perceptions are also considered important within higher education institutions. Student ratings are not only important in determining how students perceive their programmes within a highly competitive higher education landscape in South Africa, but also highlight the strengths and weaknesses of programmes which can be used as an impetus for programme enhancement, especially in view of the increasing number of students entering higher education, while government spending is steadily diminishing. The purpose of this study is to assess student ratings of teaching competencies that can be used for programme evaluation. A quantitative approach was used to analyse the various elements within specific domains in the lecturer evaluation instrument used by the Faculty of Management Sciences at the Durban University of Technology (DUT). The data reported are suggestive of the usefulness of identifying student ratings of important teaching competencies, which is considered as important in a growing student centred orientation within higher education institutions. The article offers constructive analysis of student ratings of various teaching competencies across departments in the faculty, while highlighting strategies to ensure enhanced validity of student ratings. Student ratings of lecturers provide valuable information for faculty to use in programme assessment and consequent programme enhancement. Further, student ratings of lecturers encourages a studentâ€™s voice through confidential participation, thereby ensuring that the student experience is fore grounded at the learning and teaching interface.

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Sheer, Vivian C., and Timothy K. Fung. "Can Email Communication Enhance Professor-Student Relationship and Student Evaluation of Professor?: Some Empirical Evidence." Journal of Educational Computing Research 37, no. 3 (October 2007): 289–306. http://dx.doi.org/10.2190/ec.37.3.d.

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Four hundred and eight undergraduate students participated in this study that examined professor-student email communication, interpersonal relationship and teaching evaluation. Several findings have been gleaned. First, academic task was the most frequent email topic and social-relationship less frequent between professors and students. Second, professors emailed students more frequently than the reverse. Third, professors and students exhibited a higher degree of reciprocity for social-relationship communication than for task emails. Fourth, email communication contributed positively to both professor-student relationship and teaching evaluation. Fifth, professor email helpfulness, reply promptness and email frequency for social-relationship were the most significant predictors of both professor-student relationship and teaching evaluation.

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Kinash, Shelley, Vishen Naidu, Diana Knight, Madelaine-Marie Judd, Chenicheri Sid Nair, Sara Booth, Julie Fleming, Elizabeth Santhanam, Beatrice Tucker, and Marian Tulloch. "Student feedback: a learning and teaching performance indicator." Quality Assurance in Education 23, no. 4 (September 7, 2015): 410–28. http://dx.doi.org/10.1108/qae-10-2013-0042.

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Purpose – The paper aims to disseminate solutions to common problems in student evaluation processes. It proposes that student evaluation can be applied to quality assurance and improving learning and teaching. The paper presents solutions in the areas of: presenting outcomes as performance indicators, constructing appropriate surveys, improving response rates, reporting student feedback to students and student engagement as a feature of university quality assurance. Design/methodology/approach – The research approach of this paper is comparative case study, allowing in-depth exploration of multiple perspectives and practices at seven Australian universities. Process and outcome data were rigorously collected, analysed, compared and contrasted. Findings – The paper provides empirical evidence for student evaluation as an instrument of learning and teaching data analysis for quality improvement. It suggests that collecting data about student engagement and the student experience will yield more useful data about student learning. Furthermore, findings indicate that students benefit from more authentic inclusion in the evaluation process and outcomes. Research limitations/implications – Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to test the proposed propositions further and apply to their own university contexts. Practical implications – The paper includes recommendations at the institution- and sector-wide levels to effectively use student evaluation as a university performance indicator and as a tool of change. Originality/value – This paper fulfils an identified need to examine student evaluation processes across institutions and focuses on the role of student evaluation in quality assurance.

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Donlan, Alice E., and Virginia L. Byrne. "Confirming the Factor Structure of a Research-Based Mid-Semester Evaluation of College Teaching." Journal of Psychoeducational Assessment 38, no. 7 (March 16, 2020): 866–81. http://dx.doi.org/10.1177/0734282920903165.

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End-of-semester evaluations provide scalable data for university administrators, but typically do not provide instructors with timely feedback to inform their teaching practices. Midsemester evaluations have the potential to provide instructors with beneficial formative feedback that can contribute to improved teaching practices and student engagement. However, existing research on the construction of valid, reliable midsemester tools is rare, and there are no existing midsemester evaluation scales that were constructed using education research and psychometric analysis. To address this gap, we designed and piloted a midsemester evaluation of teaching with 29 instructors and 1,350 undergraduate students. We found evidence that our Mid-Semester Evaluation of College Teaching (MSECT) is a valid and reliable measure of four constructs of effective teaching: classroom climate, content, teaching practices, and assessment. Furthermore, our factor structure remained consistent across instructor genders, providing evidence that the MSECT may be less susceptible to gender bias than prior student evaluation measures.

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Rutland, Peter. "Some Considerations Regarding Teaching Evaluations." Political Science Teacher 3, no. 4 (1990): 1–2. http://dx.doi.org/10.1017/s0896082800001161.

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These comments are mostly derived from my teaching experience at the University of Texas at Austin, which has a sophisticated and elaborate teacher evaluation system, and in the universities of London and York in England, which don't.1. Students' evaluations of their teachers do not depend solely on the qualities of the teacher. If objective evaluations are to be obtained, a multivariate statistical analysis should be conducted, controlling for such factors as:a. class size—the smaller the class, the better the evaluations.b. expected grade—one of the strongest correlates of teacher evaluations proved to be the grade the student expects to receive—the higher the expected grade, the “better” the course. This too can be controlled for—by asking the students on the form what grade they expect to receive.c. whether the class is required or optional—compulsory courses will obviously be less popular. One way to test for this is to ask students on the evaluation form to rate the class relative to their expectations of the class (above, below, or as expected).2. A statistical study at Texas by J. Sidanius showed that student evaluations of teachers tend to be biased against women and minority teachers. Apart from the intrinsic worries this raises, such information, if true, could be used in court actions over denial of tenure for women/minorities where teacher evaluations played a role.3. There is of course the general philosophical question of whether students are best able to assess whether they are learning anything from a given teacher.

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Nguyen, Huy, and Radim Briš. "Identify the correlation between the teaching perspectives and student evaluation: A case study of a sample university in Ho Chi Minh city." ITM Web of Conferences 20 (2018): 03002. http://dx.doi.org/10.1051/itmconf/20182003002.

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Education is a critical issue in any cultural background. In fact, the quality of teaching shall be considered and linked with student evaluation because there seems to have a strong correlation between them. This study aims to understand the different perspectives on teaching by academic staffs of a university X in Ho Chi Minh City and also is to determine whether there are one or two dominant teaching perspective preferences. In addition, the students’ comments were also collected and investigated to identify whether or not there are relationships between these dominant teaching perspectives and student end-of-course evaluations. Finally, the researcher proposed a new form of evaluation to help measure better students’ expectations.

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Veeck, Ann, Kelley O’Reilly, Amy MacMillan, and Hongyan Yu. "The Use of Collaborative Midterm Student Evaluations to Provide Actionable Results." Journal of Marketing Education 38, no. 3 (July 25, 2016): 157–69. http://dx.doi.org/10.1177/0273475315619652.

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Midterm student evaluations have been shown to be beneficial for providing formative feedback for course improvement. With the purpose of improving instruction in marketing courses, this research introduces and evaluates a novel form of midterm student evaluation of teaching: the online collaborative evaluation. Working in small teams, students comment on their course using an online collaborative document creation tool. Compared with a standard individual evaluation, the online collaborative evaluation was rated significantly higher by students in enjoyment, ease, and ability to provide useful feedback. In addition, comments yielded from the collaborative evaluation provided formative information that could be used to improve student learning. In a marketing class that emphasizes teamwork, the collaborative evaluation of teaching can reinforce the benefits of functioning well as a team, while providing useful information to the instructor to improve the course.

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Davidovitch, Nitza, and Eyal Eckhaus. "Teaching Students to Think - Faculty Recommendations for Teaching Evaluations Employing Automated Content Analysis." International Journal of Higher Education 8, no. 3 (May 10, 2019): 83. http://dx.doi.org/10.5430/ijhe.v8n3p83.

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Many studies have been conducted on teaching evaluations completed by students and on myths and facts concerning these evaluations performed by students at academic institutions. The current study is unique in examining the meaning of teaching evaluations as perceived by academic faculty members in Israel through direct questions, with an emphasis on faculty's recommendations for improving the evaluations to make students' comments meaningful for enhancing and advancing their teaching. The perception of evaluations is unique too. Evaluations are part of faculty's learning outputs in their courses, with the aim being for graduates of academic systems to have the ability to provide objective and fair assessments.One hundred seventy seven questionnaires were gathered from senior faculty at several academic institutions. Qualitative and statistical research tools were used in order to form a model that expresses the negative implications as seen by faculty members and alternatives for measuring the performance of faculty in academic teaching. The research findings indicate that lecturers note "professional" alternatives and see teaching evaluations as a populist rather than a professional tool. Moreover, although the lecturers gauge the damage caused to them as a result of student evaluations, where the enormous damage caused to them is disproportionate to the number of respondents, and although faculty members believe that student evaluations are untrustworthy, students' opinions on the courses are important. Their recommendation is that the evaluation should be a tool for teaching how to perform evaluations and convey criticism – and in this field not much has been done in academic institutions, if at all. Academia sees evaluations as a technical matter, a means of satisfying students by letting them express their opinions and of giving students a feeling that the system is attentive to their voice, to their views.Indeed, students' voice is important to the lecturers – their opinions of teaching are important – and that is precisely why action should be taken to render these evaluations fair. Students should understand the power of the words that express their evaluation of the lecturers. This point of view is a first of its kind, where academic faculty members support students' opinions and provide recommendations aimed at their improvement.

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Keutzer, Carolin S. "Midterm Evaluation of Teaching Provides Helpful Feedback to Instructors." Teaching of Psychology 20, no. 4 (December 1993): 238–40. http://dx.doi.org/10.1207/s15328023top2004_12.

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Advantages of using student evaluation of teaching effectiveness at midterm are discussed. They include receiving information on microbehaviors of teaching instead of global ratings, getting feedback that can be used immediately, and bypassing some of the controversies associated with end-of-course departmental evaluations. Procedures for constructing questionnaires for a particular teaching situation are described, as are tips for reporting the data to the class. In addition to giving the instructor useful, non-threatening feedback, midterm evaluations may favorably alter the attitudes of the students toward the instructor and the teaching process.

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Akour, Mutasem M., and Bashar K. Hammad. "Psychometric Properties of an Instrument Developed to Assess Students’ Evaluation of Teaching in Higher Education." Journal of Educational and Psychological Studies [JEPS] 14, no. 4 (October 26, 2020): 656. http://dx.doi.org/10.24200/jeps.vol14iss4pp656-667.

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Student evaluation of teaching is a global predominant practice in higher education institutions. Therefore, a major university in Jordan developed a questionnaire for students’ use in evaluating their instructors’ teaching effectiveness. Since student evaluation of teaching is an important process, the present study tried to examine the psychometric properties of the instrument. Item-total correlations showed acceptable internal consistency. In addition, a two-factor structure of the scale (teaching effectiveness and course attributes) was supported by exploratory factor analysis and confirmatory factor analysis from two independent samples. Convergent validity was supported by a moderate correlation coefficient between course averages of students’ ratings on the first factor and course averages of students’ final grades in each course. Finally, students’ responses on the factor that captures teaching effectiveness were found to have very high internal consistency (Cronbach’s alpha of 0.96). However, this instrument lacks evidences of content validity and convergent validity. Therefore, it is important to be cautious in evaluating faculty members and making promotion decisions that is based solely on the scores obtained using this instrument.

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Albuloushi, Saad S., and Mishari M. Alfraih. "Determinants of Accounting Student Evaluations of Teaching Scores." International Business Research 8, no. 12 (November 26, 2015): 26. http://dx.doi.org/10.5539/ibr.v8n12p26.

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<p>Given the prevalent use of the student evaluations of teaching (SET) as a measure of teaching effectiveness, this study aims to investigate the determinants of SET scores among students attending the College of Business Studies at the Public Authority for Applied Education and Training (PAAET), Kuwait. A total of 678 SET were analysed using univariate and multiple regression analyses. It was found that SET scores were significantly and positively biased by expected grade, student age and course level. In contrast, class size and faculty experience were found to be significantly and negatively related to SET. Expected grade had the strongest impact on SET scores.<em> </em>The study findings raise concerns about the reliability and validity of the SET as well as their suitability for evaluation purposes. As SET scores have an important assessment function and serve as formative and summative measures in personnel decisions, the incentives for faculty to compromise their grading standards to receive good teaching evaluations increase. Accordingly, administrators should devote more effort to ensure a careful and complete understanding and interpretation of SET if they want to effectively incorporate them into the faculty evaluation process. To the authors’ knowledge, this is the first study to explore determinants of student evaluations of teaching scores in Kuwait.</p>

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Grouws, Douglas A. "Implementing the Professional Standards for Teaching Mathematics: The Evaluation of Teaching: Challenge and Opportunity." Mathematics Teacher 87, no. 6 (September 1994): 446–48. http://dx.doi.org/10.5951/mt.87.6.0446.

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Teachers are under enormous pressure to produce results, and, directly or indirectly, teaching evaluations are part of that pressure. In Kentucky, for example, schools are rewarded or sanctioned, depending on their students' performance on various types of assessments (Bush 1992). To channel reform energy into productive effort, a change must occur in the current preoccupation with finding scapegoats for poor student performance and on holding teachers singularly accountable for shortcomings in the educational system. Shifting the focus of teaching evaluations from teacher accountability to improving instruction is a step in the right direction because it will increase the usefulness of these evaluations as teachers work to increase students' learning in mathematics. Any reoriented teaching-evaluation process must be comprehensive in nature and involve a cyclic process of teaching assessment, professional development, and instructional change, as advocated in the Professional Standards for Teaching Mathematics (NCTM 1991).

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REILLY, MARY ELLEN. "STUDENT EVALUATION OF TEACHING AND COLLECTIVE BARGAINING." Journal of Collective Negotiations in the Public Sector 14, no. 4 (December 1, 1985): 1. http://dx.doi.org/10.2190/tgy7-9u8v-wpav-6a0v.

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Jensen, Wayne, and Bruce Fischer. "Teaching Technical Writing through Student Peer-Evaluation." Journal of Technical Writing and Communication 35, no. 1 (January 2005): 95–100. http://dx.doi.org/10.2190/mbyg-ak7l-5ct7-54du.

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Coates, Vivien E., and Mary Chambers. "Teaching microcomputing to student nurses: an evaluation." Journal of Advanced Nursing 14, no. 2 (February 1989): 152–57. http://dx.doi.org/10.1111/j.1365-2648.1989.tb00914.x.

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Clayson, Dennis E., and Mary Jane Sheffet. "Personality and the Student Evaluation of Teaching." Journal of Marketing Education 28, no. 2 (August 2006): 149–60. http://dx.doi.org/10.1177/0273475306288402.

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Osborne, Judith L. "Integrating Student and Peer Evaluation of Teaching." College Teaching 46, no. 1 (January 1998): 36–38. http://dx.doi.org/10.1080/87567559809596231.

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Spencer, Karin J., and Liora Pedhazur Schmelkin. "Student Perspectives on Teaching and its Evaluation." Assessment & Evaluation in Higher Education 27, no. 5 (September 2002): 397–409. http://dx.doi.org/10.1080/0260293022000009285.

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Koeber, Charles, and David W. Wright. "On the Outside Teaching in." Teaching Sociology 36, no. 4 (October 2008): 331–43. http://dx.doi.org/10.1177/0092055x0803600403.

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This study uses a quasi-experiment to evaluate the effectiveness of Internet videoconferencing technology. The instructor used a laptop, webcam, high-speed DSL connection, and Polycom™ Viewstation to teach a course unit of introductory sociology from a remote location to an experimental group of students in a large multimedia classroom. The same instructor taught a control group of introductory sociology students without videoconferencing. The groups were compared using exam scores, attendance, classroom observations, and student evaluations. The use of Internet videoconferencing did not affect exam scores or attendance. However, it substantially lowered student evaluation scores. In comparison to classroom-based instruction and due to problems with and limitations of the technology, students experienced greater difficulty communicating with the instructor, felt more separated, and were less engaged in the course. Therefore, they perceived the instructor's teaching to be less effective, and evaluations reflected lower scores, thereby “punishing” the instructor. Symbolic interactionism is used to interpret the results. This research is compared and contrasted with a previous study conducted by one of the authors (Koeber 2005), also published in Teaching Sociology, which yielded opposite results. In Koeber's study the instructor was rewarded with favorable student evaluations for the use of new technology that enhanced engagement. We conclude that when instructors choose whether or not to use Internet videoconferencing, they must weigh the potential benefits associated with bridging distance gaps versus potential costs associated with reduction in quantity and quality of symbolic interaction that may cause students to disengage.

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Hughes, Harrison. "Current Practices in the Evaluation of Teaching in Horticulture." HortScience 33, no. 3 (June 1998): 556b—556. http://dx.doi.org/10.21273/hortsci.33.3.556b.

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Universities offering horticulture curriculum were surveyed for procedures for evaluation of teaching. They were asked to indicate which of the following were used to evaluate instructors: student surverys, peer reviews, administrator reviews, alumni surveys, and others. They were also asked the criteria which were used in these evaluations; i.e., instructor was well-prepared, class presentations were clear and well-organized etc. Many programs used student surveys as the prime means of evaluations of instructors. Some used peer evaluation as well and a few used alumni surveys. Several indicated that they were currently reviewing their process of instructor evaluation.

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Morgan, Helen K., Joel A. Purkiss, Annie C. Porter, Monica L. Lypson, Sally A. Santen, Jennifer G. Christner, Cyril M. Grum, and Maya M. Hammoud. "Student Evaluation of Faculty Physicians: Gender Differences in Teaching Evaluations." Journal of Women's Health 25, no. 5 (May 2016): 453–56. http://dx.doi.org/10.1089/jwh.2015.5475.

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Al-Amri, Mohammed Hamood, and Yasser Mahmoud Fawzy. "Graphs and their vertical and horizontal significance as possible indicators for assessing/evaluating student-teachers’ performance in the teaching skills of Art Education and their attitudes towards its implementations at Sultan Qaboos University." Journal of Arts and Social Sciences [JASS] 4, no. 1 (January 1, 2013): 27. http://dx.doi.org/10.24200/jass.vol4iss1pp27-61.

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The current research aim at analyzing the teaching performance indicators in Art Education through developing assessment/evaluation tools of student/teacher’s teaching performance as visual forms in relation to graphs . It also aims at identify the contribution of these evaluation tools in following-up the level of growth indicators of student/teachers’ teaching performance and in monitoring their attitudes towards the use of graphs as indicators for assessing /evaluating teaching skills of Art Education in the preservice teaching practice course (Practicum). The implementation of the current study was conducted on a sample of 25†male and female students in their fourth-year of study at Art Education Department, Sultan Qaboos University. In this study the researchers used the descriptive and the experimental research methods. The results show the possibility of using of graphs as forms of visual significance which may be utilized as tools for assessing student performance in the art education teaching practice course. The results also showed positive attitudes towards the use of graphic drawings in the process of evaluating student/ teacher performance. The research concluded with some recommendations such as: developing the assessment and evaluation processes by using tools based on visual forms associated with the nature of art specialization; conducting further similar research in using graphs drawings in the process of assessment/ evaluation in other disciplines; examining its benefits in developing student/teacher performance in the educational process.

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Youmans, Robert J., and Benjamin D. Jee. "Fudging the Numbers: Distributing Chocolate Influences Student Evaluations of an Undergraduate Course." Teaching of Psychology 34, no. 4 (October 2007): 245–47. http://dx.doi.org/10.1080/00986280701700318.

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Student evaluations provide important information about teaching effectiveness. Research has shown that student evaluations can be mediated by unintended aspects of a course. In this study, we examined whether an event unrelated to a course would increase student evaluations. Six discussion sections completed course evaluations administered by an independent experimenter. The experimenter offered chocolate to 3 sections before they completed the evaluations. Overall, students offered chocolate gave more positive evaluations than students not offered chocolate. This result highlights the need to standardize evaluation procedures to control for the influence of external factors on student evaluations.

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Khong, Tan Lay. "Validity and Reliability of the Student Evaluation of Teaching." International Journal for Innovation Education and Research 2, no. 9 (September 30, 2014): 57–63. http://dx.doi.org/10.31686/ijier.vol2.iss9.238.

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Most universities are using the Student Evaluation of Teaching (SET) as an instrument for students to assess a lecturer’s teaching performance. It is an essential instrument to reflect the feedback in enhancing the quality of teaching and learning. The purpose of this paper is to examine the validity and reliability of the SET as a valid instrument in evaluating teaching effectiveness in a private higher education institution in Malaysia. Exploratory Factor Analysis and Confirmatory Factor Analysis have validated all 10 items of SET whereby all items indicated high reliability and internal consistency. A Confirmatory Factor Analysis using AMOS software also confirmed that a single factor model was used to evaluate teaching effectiveness. The single factor model was further validated using 1000 repeated samples of Bootstrap method in AMOS.

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Ningsi, Gabariela Purnama, Fransiskus Nendy, Lana Sugiarti, and Ferdinandus Ardian Ali. "STUDENT EVALUATION MATHEMATICAL EXPLANATION IN DIFFERENTIAL CALCULUS CLASS." Kalamatika: Jurnal Pendidikan Matematika 6, no. 1 (April 30, 2021): 45–56. http://dx.doi.org/10.22236/kalamatika.vol6no1.2021pp45-56.

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This study aimed to determine that the failure of students to evaluate mathematical explanations based on mathematics is influenced by sociomathematical norms, teaching authority, and classroom mathematics practice. The research method used is the case study method. The research data were obtained from inside and outside the research class. The data in the research class were in the form of field notes, video recordings of the class, video recordings of student group work, and student work. Data outside the research class is the result of interviews with three interview subjects. By studying the three evaluation methods students used in evaluating explanations, it was found that each student applied a different evaluation method at different times. The three evaluation methods contributed to some of the difficulties students experience in evaluating their mathematical descriptions. The results indicate that the failure of students in evaluating explanations is not solely due to errors in choosing the method, approach, or learning model used but can be caused by sociomathematical norms, authority, and classroom mathematics practices applied in the classroom.

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Courchêne, Bob. "An Evaluation of a Student Resource Centre." TESL Canada Journal 9, no. 2 (June 26, 1992): 99. http://dx.doi.org/10.18806/tesl.v9i2.606.

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The use of Student Resource Centres to support L2 students' language learning is a very recent pedagogical innovation at the post-secondary level in language-teaching institutions in Canada. In this study the author reports very briefly on how to set one up and, then, goes on to survey student opinion on the role of self-directed learning in learning a second language. Information on topics such as type and suitability of material used, frequency of use, relation of self-study to classroom teaching gathered through a series of questionnaires and formal and informal interviews is analyzed and interpreted in a descriptive manner. The paper concludes with comments on the role of self-directed learning in L2 teaching and learning.

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Sharma, Bhaugeerutty Vinod. "Department Self-Esteem and Attitudes towards Student Evaluations of Teachers." Human Resource Research 1, no. 1 (June 5, 2017): 1. http://dx.doi.org/10.5296/hrr.v1i1.11351.

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Evaluation is an important part of education process at school. It plays a significant role in the development of school culture. This document deals with the terms connected with the evaluation process in teaching. It studied department self-esteem and attitudes towards student’s evaluations of teaching in Mauritian secondary schools. The aim was to examine their opinions and attitudes to evaluation. Furthermore, the researcher tried to identify variables which could be linked to positive or negative attitudes towards evaluation. After several years of teaching experiences the researcher has tried to connect educators’ attitudes towards evaluation in their classrooms, whereas other examined factors showed no significant differences in educators’ attitudes.

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Morozova, Irina S., Aleksey A. Chusovlyankin, Elena A. Smolianina, and Tatyana M. Permyakova. "The Language of Praise in Russian Students’ Evaluation of Teaching." Journal of Language and Education 6, no. 3 (September 30, 2020): 94–107. http://dx.doi.org/10.17323/jle.2020.9833.

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Recent decades have seen a dramatic rise in student evaluation of teaching (SET). However, they have overwhelmingly focused on quantitative ratings, neglecting students’ written feedback. This study addresses the lack of qualitative research on SET by applying a semantic theory and computational methods for analysing the language of positive feedback comments provided by students of the Higher School of Economics (HSE) in Russia. Analysing a corpus of student commentary about teaching also contributes to the theory of pragmatics as the approach to analysing qualitative evaluations of teaching is based on the premise that students’ positive feedback can be treated as a sort of the compliment/praise speech act reflecting cultural specificity. Our findings showed that quantitatively the most common semantic pattern used by HSE students is ACTOR + (AUGMENTOR) EVALUATOR + PHYSICAL/MENTAL ACTION PERFORMED BY THE ACTOR + (AUGMENTOR) EVALUATOR. Thus, HSE students tend to praise the teacher more often than the other components of the teaching process and the teacher’s behaviour, thoughts, and feelings are viewed as more important than skills and speech.

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Ogbonnaya, Ugorji I. "THE RELIABILITY OF STUDENTS’ EVALUATION OF TEACHING AT SECONDARY SCHOOL LEVEL." Problems of Education in the 21st Century 77, no. 1 (February 14, 2019): 97–109. http://dx.doi.org/10.33225/pec/19.77.97.

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The Student Evaluation of Teaching (SET), although controversial, is a common practice at the higher education level for faculty appraisals and promotions, but seldom at secondary school level. Concerns have been raised as to whether students are informed and experienced enough to evaluate teachers’ teaching practices in a reliable way and arrive at valid outcomes. The purpose of this research was to explore the reliability of students’ evaluations of mathematics teaching at secondary school level. This research involved eight teachers, and 194 Grade 11 students from eight secondary schools in Bojanala District, North West province in South Africa. A SET questionnaire was developed, validated and used for data collection. The data were analysed by calculating the average deviation index of the students’ evaluations of each teacher per item and the Intraclass Correlation Coefficient (ICC) with SPSS. This was done using one-way random effects, absolute agreement and a multiple raters/measurements model. Both the ADI and ICC values showed a high degree of reliability of the SET. Hence, SET at secondary school level may provide a reliable indication of teachers’ educational practices that might be used for the formative assessment of teachers’ instruction. It can also assist in designing teacher training programmes for pre-service teachers and professional development programmes for in-service teachers. Keywords: Average Deviation Index, Intraclass Correlation Coefficient, reliability of SET, secondary school, student evaluation of teaching (SET).

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Ólafsdóttir, Katrín. "Gender bias in student evaluation of teaching among undergraduate business students." Tímarit um viðskipti og efnahagsmál 15, no. 1 (June 25, 2018): 75–86. http://dx.doi.org/10.24122/tve.a.2018.15.1.4.

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