Students' evaluation of teaching at a large Italian university: measurement scale validation

Bassi, Francesca; Clerci, Renata; Aquario, Debora

doi:10.1285/i20705948v10n1p93

Cited by 3 publications

(2 citation statements)

References 32 publications

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“…The four items used to assess course organization were drawn from Bassi et al (2017). A sample item is: "At the beginning of the course, aims and topics were clearly outlined. "…”

Section: Organizational Aspectsmentioning

confidence: 99%

Academic satisfaction among university students during the COVID-19 pandemic: the influence of individual, social, and organizational variables

Testa,

Macagno,

Bertolino

et al. 2023

Front. Educ.

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IntroductionAcademic satisfaction (AS) is considered by researchers and educators as a key variable to explain both academic success and the main problems of university students. AS is a complex construct affected by a range of factors, both internal and external to the individual. The aim of this study was to analyze the influence of certain individual (motivation and self-regulated learning), social (relationships with other students and with the instructor) and organizational (course organization and class attendance mode) variables on AS during the Covid-19 emergency, when face-to-face learning was replaced with online learning environments.MethodsWe hypothesized a model in which AS would be directly influenced by the social and organizational variables, and indirectly influenced by the social, organizational, and individual variables via the mediation of perceived learning. The study sample comprised 104 students (83.7% female) with a mean age of 26.6 years (SD = 9.8), enrolled on bachelor’s or master’s degree at a Northern Italian University. Participants filled out an online questionnaire, which they were instructed to complete with reference to a single course that they had taken during the second semester of the 2020–21 academic year.ResultsThe hypothesized model, tested using a structural equation modelling technique for observed variables, offered an acceptable fit for the data [χ2(3) = 7.569, p = 0.0558; RMSEA = 0.121; CFI = 0.974; SRMR = 0.012]. Perceived learning (R2 = 0.454), was influenced by self-regulated learning (β = 0.243, p < 0.01) and course organization (β = 0.453, p < 0.001); AS (R2 = 0.857) was influenced by relationship with the instructor (β = 0.613, p < 0.001) and course organization (β = 0.221, p < 0.001), as well as by the mediating variable, perceived learning (β = 0.227, p < 0.001). The indirect effects of self-regulated learning and course organization on AS were statistically significant but of low magnitude.ConclusionThese outcomes point up the active role of students in terms of self-regulated learning and perceived learning and the key role of course organization and the student-instructor relationship in promoting students’ AS during the Covid-19 pandemic, when the learning environment changed abruptly. These findings can usefully inform the work of instructors and instructional designers, including in non-emergency contexts.

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“…The four items used to assess course organization were drawn from Bassi et al (2017). A sample item is: "At the beginning of the course, aims and topics were clearly outlined. "…”

Section: Organizational Aspectsmentioning

confidence: 99%

Academic satisfaction among university students during the COVID-19 pandemic: the influence of individual, social, and organizational variables

Testa,

Macagno,

Bertolino

et al. 2023

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…The vast literature on SETs covers a range of topics including but not limited to course-and instructor-related characteristics (Johnson et al, 2013), statistical issues (Abrami & d'Apollonia, 1990;Spooren et al, 2013;Stark & Freishtat, 2014), student perceptions of SETs (Spooren & Christiaens, 2017), discipline-specific studies (e.g., economics: Alauddin & Kifle, 2014;marketing: Clayson & Haley, 1990), countryspecific studies (e.g., Italy: Bassi et al, 2017;Israel: Alhija, 2017), and personnel and policy issues (Abrami & d'Apollonia, 1990). In this article, the focus is on one area relating to SETs, faculty status.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

How Faculty Status Impacts Student Evaluations of Teaching: A Study of Full- Versus Part-Time Marketing Faculty

Tashchian

Hedden

Forrester

2021

Journal of Marketing Education

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The present multiyear study sheds light on the effects of faculty status on student evaluations of teaching (SETs). By comparing actual SETs of full- versus part-time marketing faculty, this study fills a void in the marketing education literature. Collecting first-hand institutionally administered SETs ( N = 6,123) over a seven-year period, the extended data collection phase includes 21 semesters and 240 undergraduate courses. Study findings reveal that students perceive full-time faculty as more knowledgeable, enthusiastic, and better prepared for class than part-time faculty. Full-timers are also better able to communicate the subject matter and develop assignments focused on student learning than part-timers. In contrast, students perceive part-time faculty as better able to relate the course material to the real world, develop exam questions that reflect lectures and assignments, and return graded material more quickly than full-time faculty. Compared with part-time faculty, students perceive full-time faculty as being more rigorous and tougher in terms of grading. Given the differences regarding instructor knowledge, pedagogical skill, rigor, and grading, the discussion of the findings rests on how faculty status affects the overall quality of higher education.

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Psychometric Properties of an Instrument Developed to Assess Students’ Evaluation of Teaching in Higher Education

Akour¹,

Hammad²

2020

J. educ. psychol. stud.

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Student evaluation of teaching is a global predominant practice in higher education institutions. Therefore, a major university in Jordan developed a questionnaire for students’ use in evaluating their instructors’ teaching effectiveness. Since student evaluation of teaching is an important process, the present study tried to examine the psychometric properties of the instrument. Item-total correlations showed acceptable internal consistency. In addition, a two-factor structure of the scale (teaching effectiveness and course attributes) was supported by exploratory factor analysis and confirmatory factor analysis from two independent samples. Convergent validity was supported by a moderate correlation coefficient between course averages of students’ ratings on the first factor and course averages of students’ final grades in each course. Finally, students’ responses on the factor that captures teaching effectiveness were found to have very high internal consistency (Cronbach’s alpha of 0.96). However, this instrument lacks evidences of content validity and convergent validity. Therefore, it is important to be cautious in evaluating faculty members and making promotion decisions that is based solely on the scores obtained using this instrument.

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Students' evaluation of teaching at a large Italian university: measurement scale validation

Cited by 3 publications

References 32 publications

Academic satisfaction among university students during the COVID-19 pandemic: the influence of individual, social, and organizational variables

Academic satisfaction among university students during the COVID-19 pandemic: the influence of individual, social, and organizational variables

How Faculty Status Impacts Student Evaluations of Teaching: A Study of Full- Versus Part-Time Marketing Faculty

Psychometric Properties of an Instrument Developed to Assess Students’ Evaluation of Teaching in Higher Education

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