A longitudinal investigation of the impact of faculty reflective practices on students' evaluations of teaching

Abstract

reflective learning and reflective practice; qualitative and quantitative research methods; empirical generalisationalist research methods; and behaviourist theories of consumer behaviour. He has published articles on student evaluations of teaching and reflective practice, as well as negative brand beliefs, luxury and premium brands, and wine marketing. AbstractThough there have been many studies conducted that emphasise faculty reflection as a crucial feature of professional practice, there appears to have been little empirical evidence to support the proposition that reflective practice improves the quality of teaching. Previous research demonstrated that reflective practice could be encouraged by weekly formative student evaluations of teaching (SETs). This study investigated the impact of reported reflective practice using formative SETs on changes to summative SETs, typically conducted at the end of a teaching period. Data was collected in a rural UKbased university-college in 11 modules (n = six faculty members, n = 413 students) in Business, Countryside and Environment, Foundation Degree and Veterinary Nursing programmes over the period of 2 years of data collection. Findings show that on average, SET scores increased for all reflective practitioners year on year and increased more for those faculty members who demonstrated higher levels of reflection.Previous research into summative SETs has both praised and criticised their use (eg,

Transforming mentorship in STEM by training scientists to be better leaders

“…Evaluations will need to be carefully designed and executed to address potential biases. Similar concerns surrounding teaching evaluations have led to the development of new metrics and evaluation techniques that better measure student success and are less prone to bias (Golding & Adam, 2016;Gormally, Evans, & Brickman, 2014;Miller, 2015;Wieman, 2015;Winchester & Winchester, 2014). Similar tools could be adapted for mentorship evaluations.…”

How Faculty Recognized for Teaching Excellence Interpret and Respond to Student Ratings of Teaching

“…Results from this study concur with previous research showing that reflective practitioners receive increased student ratings and those demonstrating higher levels of reflection improve their evaluations the most. 40 Reflection allows the faculty member to introspectively contemplate what went well and what did not go well through the progression of a given learning experience and/or semester. Purposeful thought can then be given to the reasons different approaches or interventions were or were not perceived to be successful and in turn, modifications can be implemented.…”

Qualidade do ensino na educação superior: sentidos sobre a avaliação

“…Para imprimir maior aproveitamento às avaliações de feedback, tornando-as elemento naturalmente integrante das atividades acadêmicas e do desenvolvimento profissional docente, os resultados deste estudo, particularmente na perspectiva dos professores participantes, reiteram a importância de se constituir sistemas institucionais de suporte, conforme documentado em diversos estudos (LUTOVAC et al, 2017;PENNY;COE, 2004;SPILLER;HARRYS, 2013;WINCHESTER;WINCHESTER, 2014). Consoante os apontamentos da literatura, é necessário valorizar e criar mecanismos institucionais que possibilitem a análise, a reflexão e o diálogo a partir dessas avaliações; em outras palavras, incentivar o trabalho interno institucional de transformação.…”

“…Acerca da validade da AQE, estudos apontam que existe relação positiva entre seus resultados e o desempenho (resultados de aprendizagem) dos estudantes, corroborando que a AQE é uma medida válida da efetividade do ensino (CLAYSON, 2009;WRIGHT;JENKINS-GUARNIERI, 2012). Também há relação positiva entre a melhoria no ensino (avaliada a partir de melhores resultados na AQE) e intervenções de apoio a partir dos resultados da prática de avaliação, reforçando que estratégias de feedback que envolvem ativamente o professor e os órgãos de gestão pedagógica, por exemplo, por meio de espaços de discussão apoiada dos resultados, têm maior efetividade na melhoria do ensino (BENTON; CASHIN, 2012;PENNY;COE, 2004;SPOOREN;BROCKX;MORTELMANS, 2013;WINCHESTER;WINCHESTER, 2014;WRIGHT;JENKINS--GUARNIERI, 2012).…”