A Comparison Between Student Ratings and Faculty Self-ratings of Instructional Effectiveness

Barnett, Candace W.; Matthews, Hewitt W.; Jackson, Richard A.

doi:10.5688/aj6704117

Cited by 18 publications

(20 citation statements)

References 12 publications

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“…Use of student evaluations of teaching is common, but limitations surrounding the breadth and depth of student evaluations and their ability to capture and comment on the total teaching experience exist. [1][2][3][4] Faculty peer evaluations offer another method to obtain constructive feedback about the quality of teaching and can be used in conjunction with student evaluations for the purposes of improving teaching methods, as well as for merit, promotion, and tenure decisions. 4 The 2007 Accreditation Council for Pharmacy Education Accreditation Standards and Guidelines state that faculty members who teach should be evaluated annually and that assessment procedures should include self-assessment and ".…”

Section: Introductionmentioning

confidence: 99%

Follow-up Assessment of a Faculty Peer Observation and Evaluation Program

DiVall

Barr

Gonyeau

et al. 2012

American Journal of Pharmaceutical Education

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Objective. To assess a previously described peer observation and evaluation program 2 years after implementation.Methods. An pre-implementation survey assessed faculty needs and attitudes related to peer evaluation. Two years after implementation, the survey was repeated and additional questions asked regarding adherence to peer observation and evaluation policies and procedures, feedback received, and impact on teaching. Results. Faculty attitudes towards peer evaluation stayed the same or improved post-implementation. Adherence to the initial 3 steps of the process was high (100%, 100%, and 94%, respectively); however, step 4, which required a final discussion after student assessments were finished, was completed by only 47% of the respondents. All faculty members reported receiving a balance of positive and constructive feedback; 78% agreed that peer observation and evaluation gave them concrete suggestions for improving their teaching; and 89% felt that the benefits of peer observation and evaluation outweighed the effort of participating. Conclusions. Faculty members adhered to the policies and procedures of peer observation and evaluation and found peer feedback was beneficial.Keywords: peer assessment, peer evaluation, assessment INTRODUCTIONTeaching effectiveness is assessed in many ways in colleges and schools of pharmacy. Use of student evaluations of teaching is common, but limitations surrounding the breadth and depth of student evaluations and their ability to capture and comment on the total teaching experience exist. 1-4 Faculty peer evaluations offer another method to obtain constructive feedback about the quality of teaching and can be used in conjunction with student evaluations for the purposes of improving teaching methods, as well as for merit, promotion, and tenure decisions. 4 The 2007 Accreditation Council for Pharmacy Education Accreditation Standards and Guidelines state that faculty members who teach should be evaluated annually and that assessment procedures should include self-assessment and ". . .appropriate input from peers, supervisors, and students. The use of self-assessment and improvement tools, such as portfolios, by faculty and staff members is encouraged." 5 The success of any peer observation and evaluation program relies heavily on having a clear and evidence-based program, as well as support and leadership from administration, but the heart of any peer observation and evaluation program's success lies with faculty engagement in and reflection on the process. 6 Improving and assessing the teaching-learning process is an essential mission of the Department of Pharmacy Practice and the School of Pharmacy at Northeastern University. A formal peer observation and evaluation program for classroom teaching was developed and implemented by this department in January 2008, and the development of its process and the peer observation and evaluation tool (POET) have been previously published. 7 Two years after implementing the peer observation and evaluation process, the program wa...

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Section: Introductionmentioning

confidence: 99%

Follow-up Assessment of a Faculty Peer Observation and Evaluation Program

DiVall

Barr

Gonyeau

et al. 2012

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

show abstract

“…There are, however, several concerns surrounding the use of course evaluations by students. 3,10,11 For example, Kidd and Latif noted that students' grade expectations for a course were highly correlated with the mean course evaluation score. 10 Therefore, we suggest that colleges and schools of pharmacy use additional assessment methodologies such as letters of evaluation by pharmacy supervisors and peer assessment to a greater extent.…”

Section: Discussionmentioning

confidence: 99%

“…While all these factors should be evaluated, the literature regarding pharmacy faculty evaluation has focused largely on classroom teaching, [2][3][4][5][6][7][8][9][10][11][12] with the most common evaluation strategies being peer assessment of classroom teaching [5][6][7][8] and student evaluations (print and Web-based). [9][10][11][12][13] There is a paucity of published data regarding the assessment/evaluation of faculty members in experiential or clinical teaching settings.…”

Section: Introductionmentioning

confidence: 99%

“…[9][10][11][12][13] There is a paucity of published data regarding the assessment/evaluation of faculty members in experiential or clinical teaching settings. In a survey documenting teaching evaluation practices in colleges and schools of pharmacy, Barnett and Matthews found that 100% of respondents used student evaluations, and 18% also used peer evaluation to evaluate experiential teaching on advanced pharmacy practice experiences (APPEs).…”

Section: Introductionmentioning

confidence: 99%

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Assessment of Full-time Faculty Preceptors By Colleges and Schools of Pharmacy in the United States and Puerto Rico

Kirschenbaum¹,

Zerilli²

2012

American Journal of Pharmaceutical Education

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Objective. To identify the manner in which colleges and schools of pharmacy in the United States and Puerto Rico assess full-time faculty preceptors. Methods. Directors of pharmacy practice (or equivalent title) were invited to complete an online, selfadministered questionnaire. Results. Seventy of the 75 respondents (93.3%) confirmed that their college or school assessed fulltime pharmacy faculty members based on activities related to precepting students at a practice site. The most commonly reported assessment components were summative student evaluations (98.5%), type of professional service provided (92.3%), scholarly accomplishments (86.2%), and community service (72.3%). Approximately 42% of respondents indicated that a letter of evaluation provided by a sitebased supervisor was included in their assessment process. Some colleges and schools also conducted onsite assessment of faculty members. Conclusions. Most colleges and schools of pharmacy assess full-time faculty-member preceptors via summative student assessments, although other strategies are used. Given the important role of preceptors in ensuring students are prepared for pharmacy practice, colleges and schools of pharmacy should review their assessment strategies for full-time faculty preceptors, keeping in mind the methodologies used by other institutions.

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“…8 Several subsequent articles provided support for the use of supplemental methods to evaluate teaching. [9][10][11] A study compared the results of traditional student evaluations of classroom teaching with those of faculty selfevaluation and with the results of evaluations by smaller representative subsets of students at a school of pharmacy. The similarities in ratings supported continued use of these evaluation methods.…”

Section: Introductionmentioning

confidence: 99%

Teaching Evaluation Practices in Colleges and Schools of Pharmacy

Barnett¹,

Matthews²

2009

Am J Pharm Educ

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Objective. To document teaching evaluation practices in colleges and schools of pharmacy. Methods. A 51-item questionnaire was developed based on the instrument used in a previous study with modifications made to address changes in pharmacy education. An online survey service was used to distribute the electronic questionnaire to the deans of 98 colleges and schools of pharmacy in the United States. Results. Completed surveys were received from 89 colleges and schools of pharmacy. All colleges/ schools administered student evaluations of classroom and experiential teaching. Faculty peer evaluation of classroom teaching was used by 66% of colleges/schools. Use of other evaluation methods had increased over the previous decade, including use of formalized self-appraisal of teaching, review of teaching portfolios, interviews with samples of students, and review by teaching experts. While the majority (55%) of colleges/schools administered classroom teaching evaluations at or near the conclusion of a course, 38% administered them at the midpoint and/or conclusion of a faculty member's teaching within a team-taught course. Completion of an online evaluation form was the most common method used for evaluation of classroom (54%) and experiential teaching (72%). Conclusion. Teaching evaluation methods used in colleges and schools of pharmacy expanded from 1996 to 2007 to include more evaluation of experiential teaching, review by peers, formalized selfappraisal of teaching, review of teaching portfolios, interviews with samples of students, review by teaching experts, and evaluation by alumni. Procedures for conducting student evaluations of teaching have adapted to address changes in curriculum delivery and technology.Keywords: teaching, evaluation, assessment, survey INTRODUCTIONIn 1998 an investigation of practices used to evaluate teaching in schools of pharmacy was conducted, 1 and the results were compared to a similar study conducted 20 years previously.2 At 100% of the responding colleges and schools, students evaluated classroom teaching, and at 96% of the colleges and schools, students evaluated experiential teaching.1 At 50% of the colleges and schools, faculty peers evaluated classroom teaching, and at 13% faculty peers evaluated experiential teaching. Other evaluation methods, including self-appraisal, evaluation by alumni, portfolio review, interviewing samples of students, and review by teaching experts were rarely used. 1Since the 1998 report, 9 studies addressing various aspects of teaching evaluation have appeared in the pharmacy education literature. One study measured pharmacy student opinions at 1 school of pharmacy regarding the usefulness of the classroom teaching evaluation instrument employed. Students reported they completed the instrument in an honest fashion but were cynical about whether the instrument was associated with faculty accountability or changes. 3Three studies examined Web-based online evaluations and compared them to traditional paper evaluations. The online methodology was assoc...

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A Comparison Between Student Ratings and Faculty Self-ratings of Instructional Effectiveness

Cited by 18 publications

References 12 publications

Follow-up Assessment of a Faculty Peer Observation and Evaluation Program

Follow-up Assessment of a Faculty Peer Observation and Evaluation Program

Assessment of Full-time Faculty Preceptors By Colleges and Schools of Pharmacy in the United States and Puerto Rico

Teaching Evaluation Practices in Colleges and Schools of Pharmacy

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