Issues in Developing a Faculty Evaluation System

Arreola, Raoul A.

doi:10.5014/ajot.53.1.56

Cited by 85 publications

(153 citation statements)

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“…The items included those mentioned in the literature as possibly important in evaluating faculty instruction. [13][14][15][16][17][18][19] Students used the following 5-point ordinal response scale (1=poor, 2=below average, 3=average, 4=above average, 5=excellent). Faculty members used a visual analog scale (Table 1) consisting of a 4-inch line anchored at the ends by the terms "poor" and "excellent," respectively.…”

Section: Methodsmentioning

confidence: 99%

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

Barnett¹,

Matthews²,

Jackson³

2003

Am J Pharm Educ

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Objectives. This study compared the results of traditional student evaluations of classroom teaching with those of faculty self-evaluations and with the results of evaluations by smaller, representative subsets of students. Methods. Students enrolled in required courses completed teaching evaluations, and 31 faculty members self-evaluated their instruction using the same 12 evaluation items given to the students. Students used a 5-point, ordinal response scale, and faculty used a visual analog scale. Within each professional year, representative subsets of 24 students were selected. Results. There were no overall differences between the scores for faculty members' self-evaluations and the scores for evaluations by the whole class of students, with one exception: responses to the evaluation item "the pace of presentation." At the level of individual instruction, there was no significant difference between responses given by faculty members on self-evaluations and those given by whole-class ratings for a mean of 7.31 items. There were no differences between the overall ratings given by the whole class and those given by a subset of students from that class for 91.7% of the instruction sessions. Conclusion. Faculty self-evaluations and evaluation by representative subsets of students can enhance the evaluation of faculty teaching.

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Section: Methodsmentioning

confidence: 99%

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

Barnett¹,

Matthews²,

Jackson³

2003

Am J Pharm Educ

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“…Most authors of these recent publications agree that performance evaluations can not only help teachers to identify areas for improvement (Snell et al 2000;Morrison 2003), but also stimulate them to reflect on their teaching practice and plan concrete actions for improvement as part of a faculty development programme (Seldin 2006;Arreola 2007). Many of them have endorsed the importance of reflection for enhancing professional growth (Hatton & Smith 1995;Ward & McCotter 2004;Korthagen & Vasalos 2005;Tigelaar et al 2006;Watts & Lawson 2009).…”

Section: Introductionmentioning

confidence: 99%

“…self-ratings, peer ratings, expert ratings, alumni ratings) using the 360 multisource feedback (MSF) model (Berk 2006;Seldin 2006). Also, other important topics related to faculty evaluations, like stimulating teaching scholarship, linking faculty evaluation systems to faculty development programs, increasing evaluation transparency and building a positive climate for faculty evaluation, gain more emphasis in literature (Berk 2006;Seldin 2006;Arreola 2007).…”

Section: Introductionmentioning

confidence: 99%

Peer group reflection helps clinical teachers to critically reflect on their teaching

et al. 2011

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Background: Student evaluations can help clinical teachers to reflect on their teaching skills and find ways to improve their teaching. Studies have shown that the mere presentation of student evaluations is not a sufficient incentive for teachers to critically reflect on their teaching. Aim: We evaluated and compared the effectiveness of two feedback facilitation strategies that were identical except for a peer reflection meeting. Method: In this study, 54 clinical teachers were randomly assigned to two feedback strategies. In one strategy, a peer reflection was added as an additional step. All teachers completed a questionnaire evaluating the strategy that they had experienced. We analysed the reflection reports and the evaluation questionnaire. Results: Both strategies stimulated teachers to reflect on feedback and formulate alternative actions for their teaching practice. The teachers who had participated in the peer reflection meeting showed deeper critical reflection and more concrete plans to change their teaching. All feedback strategies were considered effective by the majority of the teachers. Conclusions: Strategies with student feedback and self-assessment stimulated reflection on teaching and helped clinical teachers to formulate plans for improvement. A peer reflection meeting seemed to enhance reflection quality. Further research should establish whether it can have lasting effects on teaching quality.

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“…No que tange à proposta de um processo avaliativo mais amplo de sistemas educativos, Arreola (1995) salienta que um dos fatores fundamentais para se conquistar a credibilidade dos alunos é envolvê-los ativamente neste processo. Alinhado com a idéia de fomentar uma discussão sobre a qualidade dos cursos de mestrado e doutorado, bem como com a intenção de promover a aprendizagem do processo de construção de um instrumento de pesquisa, um grupo de alunas do Programa de Pós-Graduação em Psicologia da PUCRS, sob orientação da docente primeira autora, tomou a iniciativa de criar um instrumento que pudesse ser utilizado como uma das ferramentas para avaliar o grau de satisfação discente com o referido programa.…”

Section: Introductionunclassified

A construção de um instrumento de avaliação discente de um programa de pós-graduação

et al. 2005

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ResumoO artigo apresenta o processo de construção e validação de conteúdo e aparente de um instrumento de avaliação discente para programas de pós-graduação. Para este processo foram desenvolvidas diversas etapas envolvendo tanto uma amostra de 14 docentes de um programa de pós-graduação de Psicologia, quanto a testagem piloto numa amostra de 52 pós-graduandos. O instrumento assim aprimorado foi testado numa nova amostra de 63 estudantes (46 mestrandos e 17 doutorandos). Os resultados, tanto quantitativos quanto qualitativos, indicaram que o instrumento possui bons indicadores de consistência interna para a escala como um todo (alpha= 0,9332) e para suas subescalas, como também de validade de conteúdo e aparente. Espera-se com este trabalho poder contribuir para a avaliação de outros programas de pós-graduação e auxiliar demais pesquisadores na construção de seus instrumentos de pesquisa. Palavras-Chave: Avaliação discente; Pós-Graduação; Construção de instrumentos. Development of an instrument for students' evaluation of a graduate program AbstractThis paper presents the process of developing an instrument for students' assessment of a Graduate Program. That process encompassed a series of steps involving a sample of 14 faculty members of a Psychology Graduate Program as well as a pilot sample of 52 graduate students. The revised instrument was tested on a group of 62 students (46 masters and 17 doctoral students). Both quantitative and qualitative results indicated that the instrument was reliable with high internal consistency as a whole (alpha= 0,9332) and as sub-scales. In addition, those results also suggested that the instrument was valid (face and content validity). We hope to have contributed with this work to other graduate programs in their student assessment system and also to researchers interested in scale development.

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Issues in Developing a Faculty Evaluation System

Cited by 85 publications

References 1 publication

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

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

Peer group reflection helps clinical teachers to critically reflect on their teaching

A construção de um instrumento de avaliação discente de um programa de pós-graduação

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