Student evaluations of teaching: phrenology in the 21<sup>st</sup>century?

Rodriguez, Jason; Rodriguez, Naomi Glenn-Levin; Freeman, Kendralin J.

doi:10.1080/13613324.2018.1538118

Cited by 6 publications

(2 citation statements)

References 39 publications

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“…In addition to psychological constructs that may be used to rate team members quantitatively, peer evaluations may also permit open responses allowing students to freely comment and provide further depth to their evaluation of their team members. Given what we know about gender and racial bias that is expressed within student evaluations of teaching (Ch avez & Mitchell, 2020;Rodriguez et al, 2020), we posit that the peer evaluations contain similar evidence of bias that may provide a close-to-real-time indication of marginalization on teams. To help fill the gap left by existing research and interventions, the goal of this work is to better frame the process of detecting marginalization using these team process outcomes in peer evaluations.…”

Section: Critical Gaps Remain In Assessing Marginalization As It Mani...mentioning

confidence: 99%

Is Carla grumpy? Analysis of peer evaluations to explore microaggressions and other marginalizing behaviors in engineering student teams

Dickerson,

Masta,

Ohland

et al. 2024

J of Engineering Edu

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BackgroundTeamwork has become a central element of engineering education. However, the race‐ and gender‐based marginalization prevalent in society is also prevalent in engineering student teams. These problematic dynamics limit learning opportunities, isolate historically marginalized students, and ultimately push students away from engineering, further reinforcing the demographic imbalances in the profession.PurposeWhile there are strategies to improve the experiences of marginalized students within teams, there are few tools for detecting marginalizing behaviors as they occur. The purpose of this work is to examine how peer evaluations collected as a normal part of an engineering course can be used as a window into team dynamics to reveal marginalization as it occurs.MethodWe used a semester of peer evaluation data from a large engineering course in which a team project is the central assignment and peer evaluation occurs four times during the course. We designed an algorithm to identify teams where marginalization may be occurring. We then performed qualitative analyses using a sociolinguistic analysis.ResultsResults show that the algorithm helps identify teams where marginalization occurs. Qualitative analyses of four illustrative cases demonstrated the stealth appearance and evolution of marginalization, providing strong evidence that hidden within language of peer evaluation are indicators of marginalization. Based on the wider dataset, we present a taxonomy (eight categories) of linguistic marginalization appearing in peer comments.ConclusionBoth peer evaluation scores and the language used in peer evaluations can reveal team inequities and may serve as a near‐real‐time mechanism to interrupt marginalization within engineering teams.

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Section: Critical Gaps Remain In Assessing Marginalization As It Mani...mentioning

confidence: 99%

Is Carla grumpy? Analysis of peer evaluations to explore microaggressions and other marginalizing behaviors in engineering student teams

Dickerson,

Masta,

Ohland

et al. 2024

J of Engineering Edu

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“…An interesting problematics of racial equality in the context of improving the education quality at universities is presented by J. Rodrigues, N.G.L. Rodrigues and K. Feeman, (2018) in the article "Students Evaluation of teaching: prenology in the 21st. "…”

Section: Literature Reviewmentioning

confidence: 99%

Measuring and evaluating education quality of future public administration employees at private university in the Slovak Republic

Cibák¹,

Kollár²,

Filip³

2021

IRD

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The private School of Economics and Management of Public Administration in Bratislava educates experts for public administration in Slovakia through bachelor and master study programs. The high percentage of graduates employed in governing bodies and municipalities proves the high quality of theoretical and practical level of education. The scientific and pedagogical personnel and particulary the ingenious and comprehensive education quality control system has its share in achieving distinct results. The authors of this article present a well-established system of education quality. They analyze and evaluate the system of quality measuring and evaluating using internal tools and procedures. The article pays special attention to the external form of quality measurement and evaluation through independent international institution Trendence. Criteria and areas of evaluation are assessed throughout the university, Slovakia, and Europe, which is presented by more than 1,000 higher education institutions.

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Small programs, big challenges: Reimagining the evaluation of clinical teaching in genetic counseling

Randall Armel

2024

Journal of Genetic Counseling

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Within the health professions education system, a significant proportion of teaching and learning occurs in the clinical setting. As such, the need to measure effective teaching for accreditation standards, faculty development, merit pay, academic promotion, and for monitoring the safety of the learning environment has led to numerous universities developing instruments to evaluate teaching effectiveness in this context. To date; however, these instruments typically focus on the student perspective, despite evidence demonstrating that student evaluations of teaching (SETs) lack correlation with learning outcomes and are not a true measure of teaching effectiveness. This issue is further exacerbated in small health professional training programs, such as genetic counseling, where clinical teachers may only supervise 1–3 students per year. As a result, not only are SETs more confounded due to small sample sizes, but a direct conflict exists between respecting learner anonymity and providing timely and relevant feedback to faculty. In such contexts, even using SETs to evaluate the nature of the learning environment may be unreliable due to student concerns about identifiability and fear of retaliation for unfavorable evaluation. This paper will review the literature regarding SETs, barriers to this process within the clinical setting, and the unintended downstream consequences. Options for addressing issues related to the use of SETs will be considered, with particular focus on the process of reflection and the use of teaching consultations or peer support groups as a means to improve teaching effectiveness in this learning environment.

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Student evaluations of teaching: phrenology in the 21^stcentury?

Cited by 6 publications

References 39 publications

Is Carla grumpy? Analysis of peer evaluations to explore microaggressions and other marginalizing behaviors in engineering student teams

Is Carla grumpy? Analysis of peer evaluations to explore microaggressions and other marginalizing behaviors in engineering student teams

Measuring and evaluating education quality of future public administration employees at private university in the Slovak Republic

Small programs, big challenges: Reimagining the evaluation of clinical teaching in genetic counseling

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Student evaluations of teaching: phrenology in the 21stcentury?

Cited by 6 publications

References 39 publications

Is Carla grumpy? Analysis of peer evaluations to explore microaggressions and other marginalizing behaviors in engineering student teams

Is Carla grumpy? Analysis of peer evaluations to explore microaggressions and other marginalizing behaviors in engineering student teams

Measuring and evaluating education quality of future public administration employees at private university in the Slovak Republic

Small programs, big challenges: Reimagining the evaluation of clinical teaching in genetic counseling

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Student evaluations of teaching: phrenology in the 21^stcentury?