Online vs. Paper Evaluations of Faculty: When Less Is Just as Good

Autor/inn/en	Fike, David S.; Doyle, Denise J.; Connelly, Robert J.
Titel	Online vs. Paper Evaluations of Faculty: When Less Is Just as Good
Quelle	In: Journal of Effective Teaching, 10 (2010) 2, S.42-54 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-7869
Schlagwörter	Online Surveys; Test Format; Delivery Systems; Student Evaluation of Teacher Performance; Teacher Effectiveness; Alternative Assessment; Intermode Differences; Comparative Analysis; Course Evaluation; Response Rates (Questionnaires); Likert Scales; Evaluation Methods; Scores; College Faculty; Undergraduate Students + Suchen Sie Ihr Suchwort? Testentwicklung; Auslieferung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Antwortkontrolle; Likert-Skala; Fakultät
Abstract	Evaluation of teaching effectiveness is considered a critical element in determining whether or not faculty members are retained at higher education institutions; academic milestones such as tenure and promotion often require documentation of the quality of faculty teaching. As methods of assessing teaching effectiveness evolve, concerns about the equity of alternative methods arise. This study compared two methods of student evaluations of faculty, online versus the traditional paper format. Although the student response rate for online evaluations was lower, evaluation scoring patterns were similar for both methods. The findings suggest that conducting faculty evaluations online may be a suitable alternative to the traditional, paper-based approach. (As Provided).
Anmerkungen	Journal of Effective Teaching. Center for Teaching Excellence, 601 South College Road, Wilmington, NC 28403. Tel: 910-962-3034; Fax: 910-962-3427; e-mail: jet@uncw.edu; Web site: http://www.uncw.edu/cte/et
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01