Typical Faculty Concerns About Student Evaluation of Instruction.

Autor/in	Aleamoni, Lawrence M.
Titel	Typical Faculty Concerns About Student Evaluation of Instruction.
Quelle	(1974), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Students; Conference Reports; Course Evaluation; Faculty Evaluation; Higher Education; Participant Satisfaction; Questionnaires; Student Attitudes; Student Evaluation; Summative Evaluation; Teacher Effectiveness; Teacher Evaluation; Teaching Methods + Suchen Sie Ihr Suchwort? Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fragebogen; Schülerverhalten; Schulnote; Studentische Bewertung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Seven typical faculty concerns about the appropriateness of using ratings of instructor and instruction are examined. These are summarized in terms of common observations frequently expressed by faculty: (1) Students cannot make consistent judgments because of their immaturity, lack of experience, and capriciousness; and a widely held belief is that only colleagues with excellent publication records and experience are qualified to evaluate their peer's instruction. (2) Most student rating schemes are nothing more than a popularity contest. (3) Students are not able to make accurate judgments until they have been away from the course and possibly from the university for several years. (4) The student rating forms are unreliable and invalid. (5) There are extraneous variables or conditions that can affect student ratings, including class size, schedule, term, student sex, major, and level. (6) The grade a student receives in the course is highly correlated with his rating of the course and the instructor. (7) A question frequently raised is how student evaluations can be used to improve instruction. Research addressing these problems is cited that makes use of the Illinois Course Evaluation Questionnaire (CEQ). (LBH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC