Comparing Student, Instructor, Classroom and Institutional Data to Evaluate a Seven-Year Department-Wide Science Education Initiative

Autor/in	Jones, Francis
Titel	Comparing Student, Instructor, Classroom and Institutional Data to Evaluate a Seven-Year Department-Wide Science Education Initiative
Quelle	In: Assessment & Evaluation in Higher Education, 43 (2018) 2, S.323-338 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2017.1343799
Schlagwörter	Comparative Analysis; Science Education; Program Evaluation; Educational Improvement; Student Surveys; College Students; College Faculty; Observation; Teacher Surveys; Evidence Based Practice; Student Evaluation of Teacher Performance; Reliability; Class Size; Teaching Experience; Teacher Effectiveness; Active Learning; Longitudinal Studies; Learning Experience; Student Attitudes; Grades (Scholastic); Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Programme evaluation; Programmevaluation; Teaching improvement; Unterrichtsentwicklung; Schülerbefragung; Collegestudent; Fakultät; Beobachtung; Reliabilität; Klassengröße; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Aktives Lernen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernerfahrung; Schülerverhalten; Notenspiegel; Ausland; Kanada
Abstract	We compared seven unrelated data-sets to evaluate a major education improvement initiative. Perceptions of students in 54 course sections were surveyed regarding the helpfulness of 39 specific teaching or learning strategies, and relative workloads and enthusiasm were compared to their other courses. Classes were observed using an established protocol, instructors completed a teaching practices inventory, and their experience with evidence-based pedagogies was established. A graduation exit survey provided longitudinal indications of changes prior to the study, and institutional student ratings of instruction were obtained. This study sought to determine whether improvements were consistently revealed by these data, how perceptions depended upon class size, course improvement model and instructor experience, and whether student ratings captured consistent perceptions about effectiveness. Overall, results compared favourably. Student perceptions and observed effectiveness depended mainly upon class size and improvement strategy. Students found experiences more effective in courses taught by experienced instructors and in classes observed to be more active. Relative workloads were not correlated with any measure of effectiveness while relative enthusiasm was higher in courses perceived to be more effective. Student ratings were consistent with other data-sets, although they did not provide information specific enough for informing further improvements. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01