Student rating myths versus research facts

Aleamoni, Lawrence M.

doi:10.1007/bf00143282

Cited by 174 publications

(250 citation statements)

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“…This finding is consistent with literature demonstrating that student ratings of a course are not a significant predictor of final course grades. [15][16][17] Colleges or schools that move to student learning-centered models should expect course evaluations to be lower. This could potentially impact promotion and tenure if the academic institution relies on positive evaluations for academic success of its faculty members.…”

Section: Discussionmentioning

confidence: 99%

Redesign of a Large Lecture Course Into a Small-Group Learning Course

Ferreri

O’Connor

2013

American Journal of Pharmaceutical Education

208

146

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Objective. To describe the redesign of a large self-care course previously delivered in a traditional lecture format to a small-group case-based course. Design. Prereadings and study guides were used to facilitate students' independent learning prior to class. Large lecture classes were replaced with smaller group-based learning classes. This change in delivery format allowed students to spend the majority of class time conducting small-group learning activities, such as case studies to promote communication, problem solving, and interpersonal skills. Assessment. Changes in course delivery were assessed over a 2-year period by comparing students' grades and satisfaction ratings on course evaluations. A comparison of course evaluations between the class formats revealed that students were provided more opportunities to develop verbal communication skills and tackle and resolve unfamiliar problems in the revised course. The activities resulted in better overall course grades. Conclusions. Redesigning to a small-group discussion format for a self-care course can be accomplished by increasing student accountability for acquiring factual content outside the classroom. Compared with student experiences in the previous large lecture-based class, students in the smaller-class format reported a preference for working in teams and achieved significantly better academic grades with the new course format.

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Section: Discussionmentioning

confidence: 99%

Redesign of a Large Lecture Course Into a Small-Group Learning Course

Ferreri

O’Connor

2013

American Journal of Pharmaceutical Education

208

146

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“…As the practice has become so extensive, a substantial literature has developed. Several reviews have concurred that course evaluation questionnaires give quite reliable and valid measures of teaching effectiveness (Aleamoni 1999;Feldman 1996Feldman , 1997Feldman , 2007Marsh 1987Marsh , 2007Marsh and Dunkin 1997;McKeachie 1997).…”

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confidence: 99%

Disciplinary Differences in Student Ratings of Teaching Quality

Kember

Leung

2010

Res High Educ

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Comparisons of large samples of course and teaching evaluation questionnaire data show consistent disciplinary differences. The current study examined the disciplinary differences in a theoretical model positing the impact of the perceived nature of teaching and learning environment on the development of generic capabilities by testing of (1) whether a common model of good teaching operated across disciplines and (2) the extent of deployment of teaching variables and their impact on learning outcomes. The sample consisted of 3,305 first and third year Chinese undergraduates of a university in Hong Kong, divided into four broad disciplinary groupings. Multiple-group structural equation modelling analysis showed configural invariance of the hypothesised model, suggesting a common model of good teaching across disciplines; and significant differences in the magnitude of structural paths and latent mean values across the four disciplinary groups were obtained reflecting differences between disciplines in the extent to which elements within the teaching and learning environment were brought into play. Possible reasons in terms of the epistemological nature of the disciplines were given to explain for the disciplinary variations.Keywords Disciplinary difference Á Epistemology Á Graduate capabilities Á Perceived quality of teaching Á Teaching and learning environments Disciplinary Differences in TeachingThe practice of evaluating teaching and courses in higher education, through Course And Teaching Evaluation Questionnaires (CTEQ) is now widespread to the extent that it is rare

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“…In this institution, it was the first time such awards had been promoted and how it was implemented was a cause for concern. Staff had not been informed that the internal student survey would include inspirational teaching nominations for fear that this would become a popularity contest with staff polling students (Aleamoni, 1999). Likewise the criteria for selection was not made explicit as at the time the selection panels did not know what students would perceive as being inspirational or transformative.…”

Section: Discussionmentioning

confidence: 99%

“…One of the myths and scepticism of teaching awards is that it is a popularity contest (Aleamoni, 1999), and misconceptions are rife relating to student rating of teaching (Ory, 2001). The comments above do not refer to students having an easy time or dumbing down of difficult concepts rather staff were able to lead students over threshold concepts to enable them to develop in their field (Meyer & Land, 2005).…”

Section: Discussionmentioning

confidence: 99%

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What students value as inspirational and transformative teaching

Bradley

Kirby

Madriaga

2014

Innovations in Education and Teaching International

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Evidence presented here stems from an analysis of student comments derived from a student-nominated inspirational teaching awards scheme at a large university in the United Kingdom (UK). There is a plethora of literature on teaching excellence and the scholarship of teaching, frequently based upon portfolios or personal claims of excellence, and often related to monetary reward or promotion. However there is a paucity of research into student-nominated awards and the student perception of inspirational and transformative teaching despite a growing number of student-led schemes in the UK. This article seeks to address this gap in knowledge at the same time presenting some of the challenges in managing a student-nominated teaching awards scheme.Keywords: higher education; inspirational teaching; student perception; transformative teaching Context and backgroundThere is a substantial body of literature on university teaching awards. There is evidence of discussions relating to student judgment of academic staff as far back as 1924 (Aleamoni, 1999), andCashin (1988) even having referred to more than 1300 articles relating to student rating of teaching in the US. Corresponding author. Email: m.madriaga@shu.ac.uk 2 However, review of the literature reveals that many teaching awards have been based on teaching portfolios or self-nomination (Centra, 1993). Many of these schemes fall under the category of teaching excellence and individual claims or nominations of excellence, such as the distinguished teachers awards in the US (Elton, 1998), and National Teaching Fellowships in the UK (Skelton, 2007). There is little research on student perceptions of the quality of teaching (Hill, Lomas, & MacGregor 2003).Moreover, there is a paucity of literature on student-nominated awards and what students value beyond course and module evaluations which are sometimes used as a measure of teaching excellence and used as promotion criteria in some instances (Carusetta, 2001). With this in mind, the notion of 'teaching excellence' is a highly contested concept (Skelton, 2009), and potentially divisive (Gibbs, 2007).In the UK, teaching quality and raising the status of teaching has been a topic of discussion in the national Committee of Inquiry into Higher Education (Dearing, 1997), These evaluations focus on course or module organisation and administration.Reviews of teaching awards are predominantly based on national awards schemes (Gibbs, Habeshaw & Yorke, 2000), despite the growth in student-led teaching awards. This most recent development in the UK has culminated in the Higher Education Academy taking a lead role, in conjunction with the National Union of Students, on Student-Led Teaching Awards (http://www.studentledteachingawards.org.uk).When the literature refers to institutional teaching awards, it is frequently based on research-intensive institutions. In these instances, teaching and the scholarship of teaching struggle to receive recognition (Carusetta, 2001). However, the literature primarily relates to scholarship of tea...

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Student rating myths versus research facts

Cited by 174 publications

References 48 publications

Redesign of a Large Lecture Course Into a Small-Group Learning Course

Redesign of a Large Lecture Course Into a Small-Group Learning Course

Disciplinary Differences in Student Ratings of Teaching Quality

What students value as inspirational and transformative teaching

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