Student Learning Experience as Indicator of Teaching Quality

Autor/inn/en	Zerihun, Zenawi; Beishuizen, Jos; Van Os, Willem
Titel	Student Learning Experience as Indicator of Teaching Quality
Quelle	In: Educational Assessment, Evaluation and Accountability, 24 (2012) 2, S.99-111 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-011-9140-4
Schlagwörter	Foreign Countries; Developing Nations; Feedback (Response); Teacher Effectiveness; Teacher Characteristics; Self Evaluation (Individuals); Student Attitudes; Course Organization; Factor Analysis; Learning Experience; Student Experience; Evaluation Methods; Educational Indicators; Test Construction; Validity; Student Evaluation of Teacher Performance; Learner Engagement; Course Evaluation; Outcomes of Education; Educational Assessment; Questionnaires; College Students; College Instruction; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schülerverhalten; Course organisation; Kurskonzept; Faktorenanalyse; Lernerfahrung; Studienerfahrung; Educational indicato; Bildungsindikator; Testaufbau; Gültigkeit; Lernleistung; Schulerfolg; Education; assessment; Bewertungssystem; Fragebogen; Collegestudent; Hochschullehre; Äthiopien
Abstract	The purpose of the study was to develop an improved teaching evaluation questionnaire based on students' learning experiences and selected teacher characteristics identified as indicators of teaching quality. Teaching evaluation questionnaires are commonly designed either based on agreed indicators of teaching excellence, students' suggestions of characteristics of excellence, or dimensions identified from interviews conducted with excellent teachers. In this study, however, students' evaluation of their own learning experiences in learner centered classes and a hypothesized framework derived from the literature were used to develop the items for the questionnaire. Students attended to courses designed in a learner centered paradigm and evaluated their learning experiences. Based on the hypothesized framework and students' reflections of their experiences, items were designed and validated at various levels. Exploratory factor analysis resulted in a 24-item Student Evaluation of Learning and Teaching Questionnaire (SELTQ) that comprises four factors: assessment and feedback; course organization and presentation; student self evaluation; and students' level of engagement. As opposed to the questionnaire widely used in higher education institutions in Ethiopia that focuses on the evaluation of selected teacher characteristics, the new measure enables students to evaluate teaching in terms of their own learning progress. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10