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Schmelkin, Liora Pedhazur; Spencer, Karin J.; Gellman, Estelle S.

doi:10.1023/a:1024996413417

Cited by 77 publications

(18 citation statements)

References 26 publications

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“…The research indicates that, in general, educators welcome feedback from students (Smith & Welicker-Pollak, 2008) and view students as having the capability to provide an accurate assessment of teaching (Moore & Kuol, 2007). Educators view student feedback as being useful despite divergent opinions on what constitutes effective teaching and whether this is captured in student evaluations of teaching (Schmelkin, Spencer, & Gellman, 1997).…”

Section: Literature Reviewmentioning

confidence: 99%

Making Meaning from Student Evaluations of Teaching (SETs)–Seeing beyond our own horizons

Zhu

White

Rankin

et al. 2018

T&LI

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Within postsecondary education, the assessment of effective teaching has largely relied upon student evaluations of teaching. However, the process through which teachers make sense of their student evaluations is unclear. A research team of six undergraduate nursing students and four nursing educators explored the research question: How do nursing educators make meaning from their student evaluations of teaching? Gadamerian hermeneutics guided unstructured interviews with nursing educators working at a Middle East campus of a Canadian university. The interview transcripts were interpreted through a process of naive readings, rereadings, interpretive dialogues, and interpretive writing that generated the following hermeneutic interpretations:1. Teachers make meaning of their student evaluation through generalized subjective characterizations of students and through their expressed intentions for their teacher-student relationships. 2. Some of these characterizations and expressed intentions obscured what truths could be learned from the student evaluations of teaching. 3. The experience of receiving critical student feedback invoked a personal response, at the same time, paradoxically, teachers worked hard to "not take it personally." We suggest the practice of deep listening as a way to understand students' feedback. The main takeaway message from this research is that teachers need a supportive and sustaining community of peers who are also open to listening deeply to the truths embedded in student evaluations of teaching.

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Section: Literature Reviewmentioning

confidence: 99%

Making Meaning from Student Evaluations of Teaching (SETs)–Seeing beyond our own horizons

Zhu

White

Rankin

et al. 2018

T&LI

View full text Add to dashboard Cite

show abstract

“…According to Schmelkin, Spencer, and Gellman (1997), SET, generally, can provide three functions. First it offers a feedback mechanism, proposing instructional improvement to faculty.…”

Section: The Current Situation Of Setmentioning

confidence: 99%

Rethink Student Evaluation of Teaching

Tsai

Lin²

2012

WJE

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Does the student evaluation of teaching (SET) reflect the reality? In fact, there is a gap between SET scores and students' achievement. Therefore, the purpose of this study is to stress the measurement of classroom dynamics in light of the conceptualization of transformational leadership. In order to picture more accuracy of the teaching evaluation procedure, it is argued that teacher leadership behaviors could be a potential component for examining teaching evaluations. The research findings revealed the moderate positive relationships between instructor's transformational leadership and student engagement and satisfaction. Accordingly, it is conducive to include teacher leadership in the components of student evaluation of teaching. The implications and limitations of this study are discussed.

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“…19,39 Instructors' general rejection of student ratings might arise from concerns about students' intentions, students' ability to judge effective teaching, and the lack of specific information that is derived from these questionnaires. [44][45][46] Although alternative methods of evaluation, such as peer review and observations, do exist, they are generally more time consuming.…”

Section: Utilitymentioning

confidence: 99%

A Review of Student Evaluation of Teaching: Applications to Veterinary Medical Education

Beran¹,

Donnon²,

Hecker³

2012

Journal of Veterinary Medical Education

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Student evaluation of teaching is ubiquitous to teaching in colleges and universities around the world. Since the implementation of student evaluations in the 1970s in the US, considerable research has been devoted to their appropriate use as a means of judging the effectiveness of teaching. The present article aims to (1) examine the evidence for the reliability, validity, and utility of student ratings; (2) provide seven guidelines for ways to identify effective instruction, given that the purpose of student evaluation is to assess effective teaching; and (3) conclude with recommendations for the integration of student ratings into the continuous evaluation of veterinary medical education.

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Untitled

Cited by 77 publications

References 26 publications

Making Meaning from Student Evaluations of Teaching (SETs)–Seeing beyond our own horizons

Making Meaning from Student Evaluations of Teaching (SETs)–Seeing beyond our own horizons

Rethink Student Evaluation of Teaching

A Review of Student Evaluation of Teaching: Applications to Veterinary Medical Education

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