Can the Cognitive Processes of Reading Student Evaluations Influence Their Utility?

Autor/in	Holme, Thomas A.
Titel	Can the Cognitive Processes of Reading Student Evaluations Influence Their Utility?
Quelle	In: Journal of Chemical Education, 98 (2021) 6, S.1829-1830 (2 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Holme, Thomas A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00565
Schlagwörter	Cognitive Processes; Student Evaluation of Teacher Performance; Homework; Tests; Teacher Attitudes; Teacher Response + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Hausaufgabe; Examination; Prüfung; Examen; Lehrerverhalten; Lehrerkommentar
Abstract	The end of the semester has any number of regular milestones for teachers, among them the receipt of student evaluations of teaching. Particularly for those who teach large course sections, the anticipated experience of reading evaluations is often bemusement. Frequently, there are significant numbers of student comments on both "sides" of a component of a course, from homework to tests to perceptions of instructor flexibility. Encountering conflicting information induces challenges to the cognition one uses to digest the material. Because evaluations tend to contain such conflicts, the potential for ambivalent reactions to the information is heightened. How such ambivalence arises, and what it might mean for discerning actionable ideas from student evaluations, is a timely concept to ponder as an unusual semester/quarter comes to a close. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01