Factors That Influence Student Completion of Course and Faculty Evaluations

Hatfield, Catherine L.; Coyle, Elizabeth A.

doi:10.5688/ajpe77227

Cited by 24 publications

(17 citation statements)

References 6 publications

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“…Our study shows that even student ratings based on a validated evaluation sheet are comparable to evaluations created by peers using the same metric. We confirmed that the bias in student evaluations as emphasized in the literature [29–31] can be minimized using a validated questionnaire and reviewer training. The training does not need to be longer than an hour.…”

Section: Discussionsupporting

confidence: 79%

“…Thus, their feedback is critical. On the other hand, student’s evaluations are influenced by many factors that cannot be influenced by the lecturer and lecture’s quality including age [29], expected grades in the relating tests [30], intrinsic motivation or general interest in the topic [31]. In fact, the lecture rating by students is often influenced by how entertaining the lecture is.…”

Section: Introductionmentioning

confidence: 99%

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The effect of written standardized feedback on the structure and quality of surgical lectures: A prospective cohort study

et al. 2016

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BackgroundLectures remain an important teaching method to present and structure knowledge to many students concurrently. Adequate measures are necessary to maintain the quality of the lectures. The aim of this study was to determine the impact on the lecture quality using written structured feedback and to compare the ratings of surgical lectures between students and surgical peers.MethodsProspective analysis of two consecutive surgical lecture series for undergraduate students at Goethe-University Medical School was performed before and after evaluation of the lecturers via independent written feedback from trained undergraduate students and surgeons. The 22-item feedback instrument covered three areas of performance: content, visualization, and delivery. Additional suggestions for improvement were provided from both students and surgical peers who anonymously attended the lectures. The lecturers, experienced surgeons, as well as the student and peer raters were blinded in terms of the aim and content of the study. Their response to the feedback was collected using a web-based 13-item questionnaire.The Kendall’s-W coefficient was computed to calculate inter-rater reliability (IRR). Differences between ratings before and after feedback were analyzed using Student’s t-test for dependent samples. The Kolmogorov-Smirnov-test was used for independent samples.ResultsA total of 22 lectures from a possible 32 given by 13 lecturers were included and analyzed by at least three surgeons and two students. There were significant improvements in overall score as well as in the details of 9 of the 13 items were found. The average inter-rater reliability was 0.71. There were no differences in the ratings as a function of the rater’s level of expertise (peers vs. students).We found that 13/23 lecturers (56.5%) answered the questionnaire, and 92% strongly agreed that the written feedback was useful. 76.9% of the lecturers revised their lecture based on the written feedback requiring on average 112.5 min (range from 20 to 300 min).ConclusionsOverall, this study indicates that structured written feedback provided by trained peers and students that is subsequently discussed by the lecturers concerned is a highly effective and efficient method to improve aspects of lecturing. We anticipate that structured written feedback by trained students that is discussed by the lecturers concerned will improve lecturing.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-016-0806-y) contains supplementary material, which is available to authorized users.

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Section: Discussionsupporting

confidence: 79%

Section: Introductionmentioning

confidence: 99%

The effect of written standardized feedback on the structure and quality of surgical lectures: A prospective cohort study

et al. 2016

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“…One of the reasons why non-tenure and part-time faculty members may tend to be more lenient on grading or more willing to dilute course content is due in part to student evaluations. Student evaluations are an integral part of how faculty are evaluated and influence changes to the curriculum and faculty performance (Hatfield & Coyle, 2013). Research suggests that grade inflation and coursework deflation are a result of a heavy reliance on student evaluations (Ali & Ajmi, 2013).…”

Section: Evaluation Of Findings and Implicationsmentioning

confidence: 99%

Faculty Perspectives on Underprepared Students

Shankle¹

2016

JPBS

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“…In spite of these differences, the researchers found that neither students nor faculty desired the elimination of student evaluations of instruction. Hatfield and Coyle (2012) examined the likelihood that students would complete a course evaluation of a faculty's instruction. Their research indicated that course grades did not influence the likelihood of completing a faculty evaluation.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Grades, Class Level and Faculty Evaluation Scores in the United Arab Emirates

Waller

Emirates²

2016

IES

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This study examined the results of a student evaluation of faculty against the grades awarded and the level of the course for a higher education institution in the United Arab Emirates. The purpose of the study was to determine if the grades awarded in the course and/or level of the course impacted the evaluation scores awarded to the faculty member. The study utilized a 25-question student perception survey coupling course results with the overall course grade point average (GPA) and the course level. All courses were undergraduate. Descriptives for the responses were obtained prior to conducting a factor analysis for the purposes of dimension reduction. The analysis included 184 course pairings. The data set was examined to verify satisfaction of assumptions appropriate for factor analysis. Reliability analysis yielded a Chronbach's alpha of 0.974. The factor analysis identified three underlying factors accounting for 80.07% of the variance. These three factors were identified as (1) overall perception of instruction, (2) the relationship of the grade and course level and (3) course management. Results of the study did not indicate that the grades given in a class nor the level of the course significantly affected the evaluations provided by the students. Grades and the level of the course were found to align. Student achievement in the course was also found to relate to the student's perception of fair treatment by the faculty member.

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Factors That Influence Student Completion of Course and Faculty Evaluations

Cited by 24 publications

References 6 publications

The effect of written standardized feedback on the structure and quality of surgical lectures: A prospective cohort study

The effect of written standardized feedback on the structure and quality of surgical lectures: A prospective cohort study

Faculty Perspectives on Underprepared Students

An Analysis of Grades, Class Level and Faculty Evaluation Scores in the United Arab Emirates

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