Student Evaluation Of College Teaching: A Practice In Search Of Principles

Algozzine, Bob; Gretes, John A.; Flowers, Claudia; Howley, Lisa D.; Beattie, J. R.; Spooner, Fred; Mohanty, Gaurav; Bray, Marty

doi:10.3200/ctch.52.4.134-141

Cited by 101 publications

(74 citation statements)

References 87 publications

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“…Due to the fact that teaching has a multi-dimensional nature and the effectiveness doesn't have a single criterion, it is difficult to be measured (Abrami, 1989;Abrami, d'Apollonia, & Cohen, 1990;Abrami, Perry, & Leventhal, 1982;Algozzine et al, 2004;Cashin, 1995;Gravestock & Gregor-Greenleaf, 2008;Marsh, 1987;Wagenaar, 1995). Therefore, using a variety of data sources is very important for a sound assessment practice (Cashin, 1995).…”

Section: "University Is the Institution Where 'The Information Relatementioning

confidence: 99%

Students' views about pedagogical competence of lecturers

Yilmaz¹,

Tinmaz²

2016

HIG

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The purpose of this study is to examine the students' views about faculty members' pedagogical proficiencies and to determine if these views differ in terms of selected variables. The sample of the study is composed of 792 third and fourth year university students and the population of the study involves students at Faculties of Education, Engineering, Theology, and Economics and Administrative Sciences of a university located in Turkey's Black Sea Region. The research data were collected by Pedagogical Competences Scale. Results revealed that students think most of the lecturers are sufficient in Democratic Attitude; however, few of them found to be sufficient in Course Process, and Measurement and Evaluation. While there were differences in Democratic Attitude and Measurement Assessment and Evaluation between male and female students, in other proficiencies no significant differences were observed in terms of students' gender. The views of the students differed in all four factors in terms of faculties and grades. However, their views in none of the four dimensions differed significantly according to the attendance variable.

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Section: "University Is the Institution Where 'The Information Relatementioning

confidence: 99%

Students' views about pedagogical competence of lecturers

Yilmaz¹,

Tinmaz²

2016

HIG

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“…The practices of using student opinions to evaluate the effectiveness of college teaching and studying the factors that affect it date back to the early 1900s (Algozzine et al, 2004). Today, student evaluation of teaching has become a routine and mandatory part of teaching in colleges and universities.…”

Section: Literature Reviewmentioning

confidence: 99%

Determinants of Accounting Student Evaluations of Teaching Scores

Albuloushi¹,

Alfraih²

2015

IBR

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Given the prevalent use of the student evaluations of teaching (SET) as a measure of teaching effectiveness, this study aims to investigate the determinants of SET scores among students attending the College of Business Studies at the Public Authority for Applied Education and Training (PAAET), Kuwait. A total of 678 SET were analysed using univariate and multiple regression analyses. It was found that SET scores were significantly and positively biased by expected grade, student age and course level. In contrast, class size and faculty experience were found to be significantly and negatively related to SET. Expected grade had the strongest impact on SET scores. The study findings raise concerns about the reliability and validity of the SET as well as their suitability for evaluation purposes. As SET scores have an important assessment function and serve as formative and summative measures in personnel decisions, the incentives for faculty to compromise their grading standards to receive good teaching evaluations increase. Accordingly, administrators should devote more effort to ensure a careful and complete understanding and interpretation of SET if they want to effectively incorporate them into the faculty evaluation process. To the authors' knowledge, this is the first study to explore determinants of student evaluations of teaching scores in Kuwait.

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“…Por tanto, aunque se haya comprobado que las transformaciones de la evaluación en el ámbito educativo son lentas (Biggs, 2005;Brown y Glasner, 1999;Knigth, 2005;Navarro, et al, 2010) y complejas (Algozzine, et al, 2004;Emery, Reflexión sobre la evaluación en la formación inicial del profesorado en España. En búsqueda de la concordancia entre dos mundos 42…”

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Reflexión sobre la evaluación en la formación inicial del profesorado en España. En búsqueda de la concordancia entre dos mundos

Pueyo

Hortigüela-Alcalá

García

2016

Rev. infanc., educ. aprendiz

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Reflexión sobre la evaluación en la formación inicial del profesorado en España. ResumenEl presente artículo analiza y busca solución a la falta de concordancia entre la terminología de evaluación utilizada en el contexto universitario y la empleada en el ámbito no universitario. Tras analizar la trayectoria de la terminología de evaluación en el contexto educativo desde 1990 y comprobar que los términos de evaluación empleados por los autores que son referente en el ámbito universitario, nada tienen que ver con terminología educativa, se desvela la incoherencia de la formación inicial de los futuros docentes. Por ello, se presenta una definición de los términos que pueda ser común a ambos contextos para que sea posible la concordancia y transferibilidad del aprendizaje en la formación inicial del profesorado. Además, se presenta un ejemplo de actividad en el marco de una asignatura y con la terminología adecuada. AbstractThis article analyzes and seeks a solution to the lack of agreement between the terminology used in the university context and that used in the non -university context.After analyzing the trajectory of assessment terminology in the educational context since 1990 and verifying that the terms of evaluation used by the authors, that are referent in the university field, have nothing to do with educational terminology, it reveals the incoherence of the initial formation of future teachers. Therefore, a definition of the terms that is common to both contexts is presented, in order to establish a concordance in the initial teacher training. In addition, an example of activity in a subject with the appropriate terminology is presented. Keywords: competence; terminology; assessment; qualification; initial teacher training ResumoEste artigo analisa e procura uma solução para a falta de acordo entre a terminologia utilizada no contexto universitário e que a utilizada na não -contexto universitário.Depois de analisar a trajetória da terminologia de avaliação no contexto educacional desde 1990 e verificar que os termos de avaliação utilizado pelos autores, que são referência no campo universitário, nada têm a ver com a terminologia educacional, revela a incoerência da formação inicial de futuros professores. Portanto, uma definição dos termos que é comum a ambos os contextos é apresentada, a fim de estabelecer uma concordância na formação inicial de professores. Além disso, um exemplo de atividade em um assunto com a terminologia adequada é apresentada.Palavras-chave: competencia; terminología; avaliação; qualificação; formação inicial de professores IntroducciónEl Espacio Europeo de Educación Superior (EEES) comienza su andadura definitiva con la "Declaración de la Sorbona" el 25 de mayo de 1998, dando inicio al Proceso deConvergencia y estableciendo el plazo de implantación en el año 2010.

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Student Evaluation Of College Teaching: A Practice In Search Of Principles

Cited by 101 publications

References 87 publications

Students' views about pedagogical competence of lecturers

Students' views about pedagogical competence of lecturers

Determinants of Accounting Student Evaluations of Teaching Scores

Reflexión sobre la evaluación en la formación inicial del profesorado en España. En búsqueda de la concordancia entre dos mundos

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