Download or read book Student Ratings of Instruction written by Nira Hativa and published by CreateSpace. This book was released on 2013 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Designed for academic administrators--deans, heads of schools, and department chairs; for faculty and faculty developers; and for SRI system designers and operators. The book contributes to the reliability and validity of the design, operation, interpretation, and decisions related to SRO systems"--Cover.
Download or read book Student Ratings of Instruction a Practical Approach to Designing Operating and Reporting written by Nira Hativa and published by Createspace Independent Publishing Platform. This book was released on 2014-07-29 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Designed for academic administrators--deans, heads of schools, and department chairs; for faculty and faculty developers; and for SRI system designers and operators. The book contributes to the reliability and validity of the design, operation, interpretation, and decisions related to SRI systems"--Cover.
Download or read book Student Ratings of Instruction written by Nira Hativa and published by Independently Published. This book was released on 2020-01-02 with total page 322 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student ratings of instruction (SRI) is one of the most controversial teaching-related issues in institutions of higher education. Faculty and administrators have engaged in extensive debates on countless concerns, beliefs, myths, reservations, and misconceptions regarding potential biasing factors affecting SRI. Despite the solid research evidence countering most faculty misconceptions and beliefs, they continue to persist and spread. Every year, many new publications claim to prove that SRIs are unreliable and invalid, leading faculty and administrators to question student ratings' overall reliability and validity, and the appropriateness of using them to guide personnel decisions.For these reasons, in the past few decades, SRI has been one of the most frequently researched and discussed issues in American educational literature. This book incorporates findings and conclusions from the extensive research and publications on student ratings to date. It presents an array of concerns, beliefs, misconceptions, and myths regarding potential biasing factors affecting SRIs that have been reported over the years, as well as solidly established research evidence refuting them.This book is designed for academic faculty members who are frustrated, disappointed, angered, or distrustful of their ratings by their students. It is designed to respond to their concerns, to inform them regarding proper SRI interpretations, and to guide them in applying SRI results to improve their instruction and ratings. It also serves academic administrators-deans, heads of schools, and department chairs-who are involved in personnel decision-making, to help them base their decisions on reliable and valid interpretations of student rating results, and to ground them with proper knowledge for responding to faculty members' complaints about, and objections to, student ratings. Yet another audience of this book is faculty in teaching centers, who are also frequently faced with academic faculty frustrations, anger, and mistrust of SRI.To facilitate reading, the issues are presented succinctly and simply, and are usually enhanced by research-grounded tables and graphics, providing simple illustrations of many of the issues involved, to render them intuitive and to enhance comprehension.The book incorporates the scholarship of a wide range of researchers and practitioners, including the author's own accumulated knowledge and experience throughout over 30 years of research and practice in this domain. It provides a comprehensive overview of the main theoretical and practical issues related to SRIs in higher education. The book is an enhanced and updated version of the book: Hativa (2014), Student Ratings of Instruction: Recognizing Effective Teaching, 2nd Edition, and it complements another book: Hativa (2014), Student Ratings of Instruction: A Practical Approach to Designing, Operating, and Reporting, 2nd Edition. Nonetheless, it can be read independently of the latter book. The two books jointly constitute a thorough overview of the main theoretical and practical issues related to SRIs in higher education.
Download or read book Student Ratings of Instruction written by Nira Hativa and published by . This book was released on 2014-07-29 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student evaluation of teaching (SET), or teacher evaluation by students in higher education, titled here student ratings of instruction (SRI), is a most frequently researched and discussed issues in American educational literature. This book is designed for faculty members of all types of higher education institutions and all academic domains who are frustrated, angered, or distrustful of their students' ratings, and would appreciate answers to their concerns. The book may also be of help to academic administrators—in answering faculty complaints about and objections to student ratings.The interpretation of student ratings as a measure of teaching effectiveness is very controversial. Every year, many new publications claim to “prove” that SRIs are unreliable and invalid, leading faculty and administrators to question the appropriateness of using student ratings to guide personnel decisions. This book presents dozens of concerns, beliefs, and misconceptions, and 'myths' regarding potential biasing factors affecting SRIs that have been reported over the years, and that seem to persist and continue spreading. It also presents highly established research evidence refuting these misconceptions and beliefs. This evidence reveals that SRIs soundly correlate with student learning, with the conceptual structure of effective teaching, and with other criterion measures of effective instruction (i.e. alumni, peer, expert, observer, and self ratings). It also shows that factors controllable by the instructor but unrelated to effective teaching (e.g., course difficulty/workload, grades) as well as factors uncontrollable by the instructor (e.g., class size, discipline) do not bias SRI results. Altogether, the book presents impressive research evidence for the reliability and validity of SRI results.One of the most popular but potentially damaging faculty beliefs is that they can “bribe” students and buy higher ratings by entertaining students, and by reducing difficulty/workload and giving undeserved high grades. Faculty holding this belief may be tempted to manipulate these factors, e.g., to grade higher and to lower the level of difficulty/workload, in order to receive higher ratings from students. These counterproductive behaviors may lead to watering-down the course material and to a decline in the work students invest in their courses, adversely affecting their learning and eventually resulting in and the “dumbing down” of college education. This book presents convincing research evidence that these manipulative behaviors are mostly ineffective in raising teacher ratings.The book incorporates the scholarship of a wide range of researchers and practitioners, including the author's own accumulated knowledge and experience throughout over 30 years of research and practice in this domain. Because this book is designed for administrators and faculty members of a wide spectrum of institutions and academic domains, the content is designed to be simple and intuitive, with no professional jargon or knowledge, so as to make reading easy and smooth for the entire range of target readers. The book also provides simple illustrations of many of the main issues involved, based on studies implemented by the author and often demonstrated through tables and graphs. This book complements another book by the same author that is being published concurrently: Student Ratings of Instruction: A Practical Approach to Designing, Operating, and Reporting. Nonetheless, it can be read independently of the other book. The two books jointly integrate and summarize the conclusions of the major relevant research and publications on student ratings to date, and constitute a reasonably comprehensive overview of the main theoretical and practical issues related to SRIs in higher education.
Download or read book Evaluating Online Teaching written by Thomas J. Tobin and published by John Wiley & Sons. This book was released on 2015-06-02 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: Create a more effective system for evaluating online faculty Evaluating Online Teaching is the first comprehensive book to outline strategies for effectively measuring the quality of online teaching, providing the tools and guidance that faculty members and administrators need. The authors address challenges that colleges and universities face in creating effective online teacher evaluations, including organizational structure, institutional governance, faculty and administrator attitudes, and possible budget constraints. Through the integration of case studies and theory, the text provides practical solutions geared to address challenges and foster effective, efficient evaluations of online teaching. Readers gain access to rubrics, forms, and worksheets that they can customize to fit the needs of their unique institutions. Evaluation methods designed for face-to-face classrooms, from student surveys to administrative observations, are often applied to the online teaching environment, leaving reviewers and instructors with an ill-fitted and incomplete analysis. Evaluating Online Teaching shows how strategies for evaluating online teaching differ from those used in traditional classrooms and vary as a function of the nature, purpose, and focus of the evaluation. This book guides faculty members and administrators in crafting an evaluation process specifically suited to online teaching and learning, for more accurate feedback and better results. Readers will: Learn how to evaluate online teaching performance Examine best practices for student ratings of online teaching Discover methods and tools for gathering informal feedback Understand the online teaching evaluation life cycle The book concludes with an examination of strategies for fostering change across campus, as well as structures for creating a climate of assessment that includes online teaching as a component. Evaluating Online Teaching helps institutions rethink the evaluation process for online teaching, with the end goal of improving teaching and learning, student success, and institutional results.
Download or read book The School Leadership Survival Guide written by Jeffrey S. Brooks and published by IAP. This book was released on 2021-01-01 with total page 560 pages. Available in PDF, EPUB and Kindle. Book excerpt: The School Leadership Survival Guide: What to Do When Things Go Wrong, How to Learn from Mistakes, and Why You Should Prepare for the Worst is intended as an uncommon guide for school leaders and a resource they can turn to when confronted with issues they might not normally face in typical practice. The book serves as a bridge between research and day-to-day school leadership, and is intended to help leaders and school communities improve in areas they routinely avoid. In this sense, the book is meant as a “go to” resource for principals, those who train and teach them, and scholars. Although authors recognize the complexity of issues raised in the book, each chapter has a “How to” “What to do” or “Why You Should” ethos in order to give the book a unifying structure and help provide a practical translation of research and theory into practice. Some of the issues addressed include: How to elevate student voice; How to navigate religious conflict in the school and community; How to improve support for LGBTIQ students; Why You Should develop a natural disaster plan; How to work against racism in the school and community; How to practice inclusion in the school; How to make a vision and mission come to life; How to manage relationships with difficult people; What to do when there is racial tension in the community; How to learn the history of your school and community—and why that matters; How to guide and support a leadership team, and; What to do in a school with low trust.
Download or read book Designing Educational Project and Program Evaluations written by David A. Payne and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 282 pages. Available in PDF, EPUB and Kindle. Book excerpt: Drawing upon experiences at state and local level project evaluation, and based on current research in the professional literature, Payne presents a practical, systematic, and flexible approach to educational evaluations. Evaluators at all levels -- state, local and classroom -- will find ideas useful in conducting, managing, and using evaluations. Special user targets identified are state department of education personnel and local school system administrative personnel. The volume can be used by those doing evaluation projects `in the field', or as a text for graduate courses at an introductory level. The book begins with an overview of the generic evaluation process. Chapter Two is devoted to the criteria for judging the effectiveness of evaluation practice. Chapter Three addresses the all important topic of evaluation goals and objectives. Chapters Four, Five and Six basically are concerned with the approach, framework, or design of an evaluation study. Chapter Four contains a discussion of four major philosophical frameworks or metaphors and the implications of these frameworks for conducting an evaluation. Chapters Five and Six describe predominantly quantitative and qualitative designs, respectively. Design, implementation and operational issues related to instrumentation (Chapter Seven), management and decision making (Chapter Eight), and reporting and utilization of results (Chapter Nine) are next addressed. The final chapter of the book (Chapter Ten) considers the evaluation of educational products and materials.
Download or read book How to Differentiate Instruction in Mixed ability Classrooms written by Carol A. Tomlinson and published by ASCD. This book was released on 2001 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offers a definition of differentiated instruction, and provides principles and strategies designed to help teachers create learning environments that address the different learning styles, interests, and readiness levels found in a typical mixed-ability classroom.
Download or read book Driven by Data written by Paul Bambrick-Santoyo and published by John Wiley & Sons. This book was released on 2010-04-12 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offers a practical guide for improving schools dramatically that will enable all students from all backgrounds to achieve at high levels. Includes assessment forms, an index, and a DVD.
Download or read book Assessment by Design written by Sheri H. Barrett and published by Taylor & Francis. This book was released on 2023-07-03 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written with faculty in mind, Assessment by Design is a practical resource that will also be useful to student affairs staff and administrators dedicated to using assessment to improve learning in curricular and co-curricular settings. This book presents the Cycle of Assessment as a framework that supports assessment in service of improving student learning. The framework consists of the following stages: Developing Your Assessment Question; Planning Decisions to Consider; Collecting and Scoring the Data; Analyzing and Discussing Assessment Data; and Report and Act on Assessment Findings. After an introductory chapter that provides an overview of the cycle, the book devotes a chapter to each stage of the cycle. After a concluding chapter, four appendices include helpful rubrics, forms, and exercises.This book uses Action Research ideas to inform local classroom and institutional practices. While the theoretical framework is explained, each part follows through by offering immediate application: Hands-on activities for the readers to perform that directly support the practice of assessment in context, allowing readers to consider and apply the framework in their own programs, classes, and activities.The book emerged from a workshop the author developed and led for many years in both face-to-face and online settings while she was Director of Assessment, Evaluation and Institutional Outcomes at Johnson County Community College (JCCC). Initially developed for JCCC faculty, it was later offered to participants from a variety of schools around the country, 4-year as well as 2-year, and private as well as public.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 760 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Understanding by Design written by Grant P. Wiggins and published by ASCD. This book was released on 2005 with total page 383 pages. Available in PDF, EPUB and Kindle. Book excerpt: What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
Download or read book Teacher Evaluation written by Kenneth D. Peterson and published by Corwin Press. This book was released on 2000-05-19 with total page 442 pages. Available in PDF, EPUB and Kindle. Book excerpt: This handbook advocates a new approach to teacher evaluation as a cooperative effort undertaken by a group of professionals. Part 1 describes the need for changed teacher evaluation, and part 2 outlines ways to use multiple data sources, including student and parent reports, peer review of materials, student achievement results, teacher tests, documentation of professional activity, systematic observation, and administrator reports, as well as discussions of the teacher as curriculum designer and data sources to avoid. Part 3 describes tools for improved teacher evaluation, and the evaluation of other educators is outlined in part 4. School district responsibilities and activities are described in part 5. This edition adds new chapters on: (1) the role of the principal in changed teacher evaluation; (2) how districts can transform current practice; (3) use of national standards; (4) developments in using student achievement data; and (5) the development of sociologically sophisticated teacher evaluation systems. Emphasis is placed on the use of the Internet as a resource and other new resources for local development. A list of legal cases cited is included. (Contains 343 references.) (SLD)
Download or read book Research in Education written by and published by . This book was released on 1972 with total page 1108 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Differentiated Classroom written by Carol Ann Tomlinson and published by ASCD. This book was released on 2014-05-25 with total page 210 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although much has changed in schools in recent years, the power of differentiated instruction remains the same—and the need for it has only increased. Today's classroom is more diverse, more inclusive, and more plugged into technology than ever before. And it's led by teachers under enormous pressure to help decidedly unstandardized students meet an expanding set of rigorous, standardized learning targets. In this updated second edition of her best-selling classic work, Carol Ann Tomlinson offers these teachers a powerful and practical way to meet a challenge that is both very modern and completely timeless: how to divide their time, resources, and efforts to effectively instruct so many students of various backgrounds, readiness and skill levels, and interests. With a perspective informed by advances in research and deepened by more than 15 years of implementation feedback in all types of schools, Tomlinson explains the theoretical basis of differentiated instruction, explores the variables of curriculum and learning environment, shares dozens of instructional strategies, and then goes inside elementary and secondary classrooms in nearly all subject areas to illustrate how real teachers are applying differentiation principles and strategies to respond to the needs of all learners. This book's insightful guidance on what to differentiate, how to differentiate, and why lays the groundwork for bringing differentiated instruction into your own classroom or refining the work you already do to help each of your wonderfully unique learners move toward greater knowledge, more advanced skills, and expanded understanding. Today more than ever, The Differentiated Classroom is a must-have staple for every teacher's shelf and every school's professional development collection.
Download or read book Developing a Comprehensive Faculty Evaluation System written by Raoul Albert Arreola and published by Anker Publishing Company, Incorporated. This book was released on 2000 with total page 272 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 Knowing What Students Know written by National Research Council and published by National Academies Press. This book was released on 2001-10-27 with total page 383 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
