Download or read book A Study of Faculty Characteristics Affecting Student Evaluation of Instruction in Higher Education written by James P. Klyczek and published by . This book was released on 1989 with total page 490 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Understanding Student Evaluations of Teaching Effectiveness written by Paul Francis Diehl and published by . This book was released on 1989 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Thirteen Strategies to Measure College Teaching written by Ronald A. Berk and published by Taylor & Francis. This book was released on 2023-07-03 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: * Student evaluations of college teachers: perhaps the most contentious issue on campus* This book offers a more balanced approach* Evaluation affects pay, promotion and tenure, so of intense interest to all faculty* Major academic marketing and publicity* Combines original research with Berk’s signature wacky humorTo many college professors the words "student evaluations" trigger mental images of the shower scene from Psycho, with those bloodcurdling screams. They’re thinking: "Why not just whack me now, rather than wait to see those ratings again." This book takes off from the premise that student ratings are a necessary, but not sufficient source of evidence for measuring teaching effectiveness. It is a fun-filled--but solidly evidence-based--romp through more than a dozen other methods that include measurement by self, peers, outside experts, alumni, administrators, employers, and even aliens. As the major stakeholders in this process, both faculty AND administrators, plus clinicians who teach in schools of medicine, nursing, and the allied health fields, need to be involved in writing, adapting, evaluating, or buying items to create the various scales to measure teaching performance. This is the first basic introduction in the faculty evaluation literature to take you step-by-step through the process to develop these tools, interpret their scores, and make decisions about teaching improvement, annual contract renewal/dismissal, merit pay, promotion, and tenure. It explains how to create appropriate, high quality items and detect those that can introduce bias and unfairness into the results.Ron Berk also stresses the need for “triangulation”--the use of multiple, complementary methods--to provide the properly balanced, comprehensive and fair assessment of teaching that is the benchmark of employment decision making.This is a must-read to empower faculty, administrators, and clinicians to use appropriate evidence to make decisions accurately, reliably, and fairly. Don’t trample each other in your stampede to snag a copy of this book!
Download or read book Effective College Teaching and Students Ratings of Teachers written by Nasser Said Al-Hinai and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the extent to which teachers? (N=248) and students? (N=968) perceptions of effective teaching and students? evaluations of teachers in six colleges of technology in Oman match or mismatch. It also investigates Omani students? (N=922) ability to identify the teaching dimensions underlying a widely used American instrument used for collecting students? evaluations of teachers and the extent to which the teaching dimensions found in Oman are similar to or different from those found in America and elsewhere in the West. In addition, the present research assesses the reliability of students? ratings in Oman and the effect of a number of course, teacher, and student background characteristics on these ratings. Results showed that while teachers and students matched in their perceptions of various characteristics of effective teaching, they significantly differed in their valuation of many criteria of effective teaching. Differences were also observed between the two groups? perceptions of the validity and utility of students? ratings and the role of the student as an evaluator of teaching. The results also showed that Omani students are capable of identifying most of the teaching dimensions underlying the standardised American rating instrument. A few factors, however, appear to be inseparable in the Omani context. The inter-rater reliability of students? ratings collected from Oman was analysed and found to be of good standard and only slightly lower than what was found in North America and Australia for the same instrument. Consistent with previous research, it appears, however, that students? ratings are affected by various student, teacher, and course background characteristics. The evidence on the differences between teachers and students in their perceptions of quality college teaching and their criteria for judging teaching effectiveness calls for more investigation and verification. It is argued here that many of the mismatches in perceptions can be traced to students? educational upbringing in pre-college education. Therefore, the assumption that quality can be improved in higher education irrespective of what learning styles and habits students bring with them from schools may be unrealistic. Contrary to the prevailing stance in Oman?s higher education, which generally views students? ratings with distrust and suspicion, the present study results appear to provide preliminary support for the use of students? ratings in Oman?s universities and colleges as a source of information in teaching evaluation and improvement. It is argued that involving students in the evaluation of teaching is an essential tool in implementing, institutionalising, and enhancing the newly introduced standards in teaching and learning.
Download or read book Evaluating Teaching Practices in Graduate Programs written by Jesús Gabalán-Coello and published by Springer Nature. This book was released on 2019-12-19 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book proposes a method to evaluate the work of teachers acting in a very specific educational context: graduate programs at higher education institutions. There are many publications on the field of measurement and evaluation of teaching practices, but these studies are usually conducted at the undergraduate level and ignore the nuances of teaching practices at the graduate level. Should professors demonstrate the same skills when they teach in undergraduate programs as they do when they teach in graduate programs? Is it appropriate to use the same assessment tools both at the undergraduate and the graduate levels? Do the teaching practices evolve the same way at the graduate and undergraduate levels? The book intends to answer these questions by introducing a methodological approach to find the relevant variables that are the foundation of professional practices at the graduate level as determined by the scientific community and through the analysis of the stakeholders’ perceptions. The proposed methodological approach combines quantitative and qualitative research techniques to identify and explain, within a mixed-method framework, the most important factors that lead to teaching quality at graduate level. Therefore, How to Evaluate Teaching Practices in Graduate Practices will be a valuable resource for students, university professors and educational administrators interested in quality assurance processes in higher education institutions.
Download or read book Evaluation of Instructors in Higher Education written by Naftaly S. Glasman and published by . This book was released on 1974 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Developing a Comprehensive Faculty Evaluation System written by Raoul Albert Arreola and published by . This book was released on 1995 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: This highly successful handbook provides practical, proven models for developing and using a comprehensive faculty evaluation system. Based on 30 years of research and experience building and operating large scale faculty evaluation systems, as well as consulting experience to thousands of administrators and faculty from hundreds of colleges and universities of all types, the author offers an even more valuable resource in this new edition. The heart of the book remains the same reliable eight-step process that has worked so well for so many institutions. There is also much new information, gathered primarily from the institutions that implemented this process, providing a thoroughly updated second edition. In addition to expanded and enhanced material from the original, this new edition includes a new introductory section, new research in the field, a new section on legal issues, more samples of commercially available student rating forms, a new section on post-tenure review and how it relates to the evaluation of faculty performance, and two detailed case studies. This book has been used by thousands of faculty and administrators participating in nationally offered workshops on this topic.
Download or read book An Empirical Look at the Impact of Course and Faculty Characteristics on Student Evaluations written by Travis J. Degheri and published by . This book was released on 2017 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student evaluations of college instructors are anything but a new phenomenon, having been used since the early 1900s. Today, universities around the world continue to use student evaluations as a means for measuring instructor effectiveness. Despite concerns of student objectivity, at many institutions these evaluations have a sizable influence on decisions involving faculty promotion, tenure, and merit salary increases. While there is much literature examining student evaluations, few studies have provided a longitudinal, multi-discipline exploration of the impact course and faculty characteristics have on student evaluations. To address this gap in the literature, this study used publically available data collected over two consecutive academic years from a single college located within a university in the southeastern United States to examine the extent to which course and faculty characteristics explained variation in undergraduate student evaluations. Mean and median scores associated with quality of instruction, amount of student learning, and relative performance of the professor were used as dependent variables in the analysis of 1,812 separate classes. Findings revealed that select course and faculty characteristics explained a significant amount of the variation in student evaluations. For example upper division courses tended to receive better ratings than lower division courses; early morning courses received lower ratings than any other time; general education courses tended to be scored lower than non-general education course; and more often than not, female professors received lower ratings than their male counterparts. Scores also varied significantly by department as did the patterns of significance among the more than 40 independent variables used in the analysis. Interestingly, political science and history had the highest scores and anthropology and philosophy the lowest. Taken together, these models explained between 1% and 45% of the variation in evaluation scores among the 11 departments used in the analysis. Given the important role that student evaluations play in the decision-making process underlying faculty promotion, tenure, and merit salary increases, the findings in this study will help both faculty and administrators better understand the course and instructor characteristics that may be impacting student evaluations, in effect creating a more equitable and efficient process for reviewing faculty.
Download or read book Evaluating Faculty Performance written by Peter Seldin and published by Jossey-Bass. This book was released on 2006-05-15 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written by experts in teaching and administration, this guide offers practical, research-based information for faculty members and administrators in search of new approaches for assessing and improving faculty potential. By recognizing that faculty evaluation can be a difficult, time-consuming, and costly process, the authors of Evaluating Faculty Performance have distilled existing evaluation practices into useful recommendations for strengthening the overall system. Offering numerous suggestions for improving evaluation methods, assessing program weaknesses, and avoiding common problems, the book Examines compelling reasons for developing effective and systematic faculty assessment processes Discusses how to create a climate for positive change by favoring performance counseling over performance evaluation Identifies the essential elements and best practices in assessment, while also revealing what not to do in evaluating performance Explains the value of the professional portfolio in assessment teaching, and offers advice on how to complete a portfolio Outlines key issues, dangers, and benchmarks for success in straightforward language Included are field-tested forms and checklists that can be used to measure faculty performance in teaching, research, and service. The suggestions for improving faculty assessment are clear and practicable—sensible advice for strengthening a process that is of increasing importance in higher education.
Download or read book Evaluating Faculty Performance written by Richard I. Miller and published by . This book was released on 1972 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Faculty Development and Student Learning written by William Condon and published by Indiana University Press. This book was released on 2016-02-15 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: Colleges and universities across the US have created special initiatives to promote faculty development, but to date there has been little research to determine whether such programs have an impact on students' learning. Faculty Development and Student Learning reports the results of a multi-year study undertaken by faculty at Carleton College and Washington State University to assess how students' learning is affected by faculty members' efforts to become better teachers. Extending recent research in the Scholarship of Teaching and Learning (SoTL) to assessment of faculty development and its effectiveness, the authors show that faculty participation in professional development activities positively affects classroom pedagogy, student learning, and the overall culture of teaching and learning in a college or university.
Download or read book A Study of the Relationship Between Student Evaluation of Teaching and Selected Faculty Characteristics written by Joseph Farrow Metz and published by . This book was released on 1970 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Scholarship of Teaching and Learning in Higher Education An Evidence Based Perspective written by Raymond P. Perry and published by Springer Science & Business Media. This book was released on 2007-06-04 with total page 815 pages. Available in PDF, EPUB and Kindle. Book excerpt: Pivotal to the transformation of higher education in the 21st Century is the nature of pedagogy and its role in advancing the aims of various stakeholders. This book brings together pre-eminent scholars to critically assess teaching and learning issues that cut across most disciplines. Systematically explored throughout the book is the avowed linkage between classroom teaching and motivation, learning, and performance outcomes in students.
Download or read book College Professors and Their Impact on Students written by Robert Charles Wilson and published by Wiley-Interscience. This book was released on 1975 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: A Wiley-Interscience publication.
Download or read book How Humans Learn written by Joshua Eyler and published by Teaching and Learning in Highe. This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Even on good days, teaching is a challenging profession. One way to make the job of college instructors easier, however, is to know more about the ways students learn. How Humans Learn aims to do just that by peering behind the curtain and surveying research in fields as diverse as developmental psychology, anthropology, and cognitive neuroscience for insight into the science behind learning. The result is a story that ranges from investigations of the evolutionary record to studies of infants discovering the world for the first time, and from a look into how our brains respond to fear to a reckoning with the importance of gestures and language. Joshua R. Eyler identifies five broad themes running through recent scientific inquiry--curiosity, sociality, emotion, authenticity, and failure--devoting a chapter to each and providing practical takeaways for busy teachers. He also interviews and observes college instructors across the country, placing theoretical insight in dialogue with classroom experience.
Download or read book Teaching Quality in Higher Education Do Student Evaluation of Teaching Questionnaires Allow a Reliable and Valid Assessment of Teaching Quality written by Daniela Feistauer and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Improving teaching quality is a relevant topic in society to nurture the students' innate potential in the best possible way. One often applied tool for assessing teaching quality in higher education is student evaluations of teaching (SETs) that are used as a criterion for making important decisions in higher education such as employing teachers, distributing funds, and making changes in the curriculum. Despite their effect on decisions it is relatively unclear if SETs are a valid and reliable assessment of teaching quality. Therefore, the current dissertation examines the influence of student characteristics that are not conceptually related to teaching quality in two ways. First the variance of students was estimated through cross-classified multilevel models. This type of analysis allows a direct estimation of variance attributed to the students while separating it from the residual variance. Second selected student characteristics were added as predictors to estimate their effect on SETs and therefore to enhance the interpretation of their validity. In all studies a standardized German questionnaire was applied as the SET instrument. The first study investigated the reliability of SETs as measurement of teaching quality which was operationalized as interrater reliability calculated from intra-class correlations. It was assessed by comparing the variance components of teachers, courses, and students. The instrument can be considered reliable only when a high proportion of variance is explained by teachers and courses, however not by students. The study revealed that teachers and courses were large sources of variance in different dimensions of the questionnaire. This result suggests that SETs are reliable instruments if a sufficient number of students (at least 24) evaluate a teacher and course. Moreover, the study also revealed students and the interaction of students and teachers as relevant sources of variance. This finding implies that student characteristics and the individual fit between students and teachers can affect SETs and should be considered in the ongoing discussion of the instrument's validity. The latter two studies examined the validity of SETs. The second study focused on student's characteristics, content expectations and prior subject interest. Both variables are theoretically unrelated to teaching quality because they are outside of the teacher's sphere of influence. Therefore they should not affect SET results. This means that th ...
Download or read book Science Teaching Reconsidered written by National Research Council and published by National Academies Press. This book was released on 1997-03-12 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methodsâ€"and the wonderâ€"of science. What impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions. Written by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research.
