Online Course Evaluations: Faculty Perspective and Strategies for Improved Response Rates

Crews, Tena B.; Curtis, Dylan F.

doi:10.1080/02602938.2010.493970

Cited by 83 publications

(80 citation statements)

References 11 publications

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“…The paper test consumes time from teacher to correct each paper, but using E-assessment will save the teacher time [7], [8], [14], [15], [19], [21], [22], for example, in Leeds Metropolitan University research they found that E-assessment saved up to £3000 per cohort in staff time. Also, E-assessment helps the teacher to improve the quality of feedback for the students [8], [16].…”

Section: B Teachermentioning

confidence: 99%

“…Students need a training at the beginning to be familiar with E-assessment [16].  Accessibility of computer and internet [15], [16]. As solution for this problem, the universities should provide a labs with fully equipment and internet access for those student.…”

Section: E-assessment Challengesmentioning

confidence: 99%

“…It is, also, fast and easy to use [13], [14]. E-assessment provides immediate feedback comparing with paper test, which helps to improve the learning level [7], [8], [15], [16]. According to study in Glamorgan University and Leeds Metropolitan University E-assessment can improve the student performance [7].…”

Section: The Advantages Of Usinf E-assessmentmentioning

confidence: 99%

“…Moreover, using E-assessment decrease the cost for institution to assess student, as the time is reduced [7], [8], [15], [16], [19], [21], [22]. Furthermore, E-assessment has its own set of security, which providing the questions and unable the student to copy the questions, also, it includes checking identification and password verification to ensure the identity of student [13], [15]. it assists to reduce student cheating by providing different question in different order [13].…”

Section: Institutionmentioning

confidence: 99%

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Advantages and Challenges of Using e-Assessment

Alruwais¹,

Wills²,

Wald³

2018

IJIET

234

167

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Abstract-Information and communication technology (ICT)has been involved in different sectors. ICT has an impact to improve learning environment and process. With the increasing number of students and the limitation of placement, a new innovation in learning is required. Thus, E-learning and E-assessment have been introduced, to offer online courses and electronic assessment. E-assessment enables the students live in remote areas to have the test in their homes, and helps the teacher to correct the exam and release the marks in short time. This paper explains the meaning of E-assessment from different opinions and illustrates the cycle of E-assessment process. Moreover, this paper discusses the advantages and obstacles of using E-assessment in learning for different domains: student, teacher, institution, and in education aims.Index Terms-E-assessment, e-exam, electronic exam, online exam, online assessment.

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Section: B Teachermentioning

confidence: 99%

Section: E-assessment Challengesmentioning

confidence: 99%

Section: The Advantages Of Usinf E-assessmentmentioning

confidence: 99%

Section: Institutionmentioning

confidence: 99%

See 2 more Smart Citations

Advantages and Challenges of Using e-Assessment

Alruwais¹,

Wills²,

Wald³

2018

IJIET

234

167

View full text Add to dashboard Cite

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“…Par contre, un taux de participation plus faible est rapporté (Dommeyer et al, 2004 ;Layne et al, 1999) et est considéré comme étant la principale limite à l'utilisation de procédures informatisées (Liegle & McDonald, 2004). afin d'apporter un correctif à ce faible taux, certaines universités mettent alors en place des mesures incitatives ou coercitives afin d'influencer à la hausse le taux de participation (Crews & Curtis, 2011).…”

Section: Conditions De Passationunclassified

Évaluation de la qualité de l’enseignement par les étudiantes et étudiants

Harvey

Hébert

2014

mee

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Les évaluations de l’enseignement par les étudiants et étudiantes sont utilisées à des fins académiques et formatives, mais sont également évoquées d’une manière sommative lors de décisions liées à la carrière professorale. Dans le cadre de la présente recherche, deux objectifs sont poursuivis. Le premier objectif est de déterminer les qualités psychométriques de l’instrument utilisé à l’Université du Québec à Rimouski. Avec l’avènement des technologies de l’information et de la communication, les conditions dans lesquelles se déroulent ces évaluations ont été modifiées. Le second objectif est de vérifier les impacts de la modalité de passation en ligne vs papier sur les qualités psychométriques de l’instrument. Le corpus de données est constitué des évaluations réalisées durant les années 2007- 2008 (20245 évaluations) et 2010-2011 (16432 évaluations). Les résultats attestent qu’un modèle hiérarchique décrit mieux la structuration du questionnaire que des modèles alternatifs, que la modalité de passation a une influence sur le taux de réponses et, dans certains cas, sur le taux de satisfaction des enseignements, mais qu’elle n’influence ni la fiabilité ni la dimensionnalité des évaluations. Les implications de ces résultats sont discutées.

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Student Evaluations of Teaching: Dental and Dental Hygiene Students’ and Faculty Members’ Perspectives

Grillo

Murdoch‐Kinch

Ramaswamy

et al. 2016

Journal of Dental Education

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The aim of this study was to explore dental and dental hygiene students' and faculty members' perceptions of student evaluations of teaching (SET) and determine whether dental vs. dental hygiene student, beginning vs. advanced student, and faculty vs. student responses differed. Perceived benefits, challenges, and suggestions for conducting SETs optimally were also assessed. Survey data were collected from 329 dental students (D1: 108; D2: 91; D3&4: 130) and 68 dental hygiene students (DH2: 26; DH3: 19; DH4: 23) (overall response rates 76%/92%) and 56 dental and eight dental hygiene faculty members (response rates 41%/100%). Faculty respondents were more positive about SETs than students (five-point scale with 1=disagree: 3.85 vs. 3.39; p<0.001), with seniors being the least positive (mean 2.42). Respondents agreed that all students should complete SETs (3.87 vs. 3.61; p=0.068), with faculty agreeing more strongly than students that all courses should be evaluated (4.32/4.04; p=0.046). Students agreed more strongly than faculty that SETs should occur during regular class time (3.97/3.44; p<0.001) and are too long (3.47/3.09; p=0.010) and that results should be shared with students (4.03/3.57; p=0.002). Open-ended responses showed that students perceived more benefits of SETs for faculty members than for students and that the most frequently mentioned problem was that SETs do not result in changes. Faculty members were generally more positive than students (especially seniors) about SETs. These findings suggest that, according to these respondents, SETs should be completed by all students for all courses, be short, provide opportunities for open-ended comments, and be administered in class to improve response rate. In addition, SET results and how SETs are used to improve courses should be shared with students.Mr.

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Online Course Evaluations: Faculty Perspective and Strategies for Improved Response Rates

Cited by 83 publications

References 11 publications

Advantages and Challenges of Using e-Assessment

Advantages and Challenges of Using e-Assessment

Évaluation de la qualité de l’enseignement par les étudiantes et étudiants

Student Evaluations of Teaching: Dental and Dental Hygiene Students’ and Faculty Members’ Perspectives

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