Students' Evaluation of Teaching in Higher Education: experiences from four European countries and some implications of the practice[1]

Husbands, Christopher T.; Fosh, Patricia

doi:10.1080/0260293930180202

Cited by 64 publications

(32 citation statements)

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“…On one hand, it helps students change some wrong conceptions about learning and teaching (Eklund-Myrskog, 1998;Kember, Jenkins, & Chi, 2004;Scouller, 1998), since it allows student participation in assessment of the teaching and learning processes under way (Coll et al, 2007;Husbands & Fosh, 1993;Kelvin, 1993;Kember & Wong, 2000;Wehmeyer, et al, 2003Wehmeyer, et al, , 2007. On the other hand, evaluation of the quality of the teaching-learning process at university is made possible (De la Fuente & Cardelle-Elawar, 2009;Enmanuel & Adams, 2006;Ginns, Prosser, & Barri, 2007;Harvey & Green, 1993;Print & Hattie, 1997;Zohar & Bracha, 2008).…”

Section: Discussionmentioning

confidence: 99%

“…This fact has been relevant in defining what should be assessed in educational situations. Thus, as interest in students' learning processes is increasing, interest has also increased in the teaching process which guides the former (Butler & Shibaz, 2009;De la Fuente & Eissa, 2010;Cardelle-Elawar, Irving, & Sanz de Acedo, 2007;Coll, Rochera, Mayordomo & Naranjo, 2007;Entwistle & Tait, 1990;Hugener et al, 2009;Husbands & Fosh, 1993;Kinchin, Lygo-Baker & Hay, 2008;Ramsden, 2003). This is what has been defined as the construct "teaching-learning process" (hereafter TL), applying to different teaching situations, whether formal or non-formal.…”

Section: Introductionmentioning

confidence: 99%

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Validation Study of the Scale for Assessment of the Teaching-Learning Process, Student Version (ATLP-S)

Fuente

Sander

Justicia

et al. 2017

EJREP

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Validation Study of the Scale for Assessment of the Teaching-Learning Process, Student Version (ATLP-S)

Fuente

Sander

Justicia

et al. 2017

EJREP

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“…A problem with using students' perception of the university's quality is that, on the one hand, it could be correlated with educational achievement, e.g., teachers could "buy" a better evaluation through better grading (e.g., Siegfried and Fels, 1979;Nelson and Lynch, 1984;Krautmann and Sander, 1999;Langbein, 2008). On the other hand, it is arguable how well students can appraise the quality, especially the academic quality, of the lecture (e.g., Husbands and Fosh, 1993).…”

Section: Empirical Framework and Datamentioning

confidence: 99%

The effect of student time allocation on academic achievement

Grave

2011

Education Economics

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. The working papers published in the Series constitute work in progress circulated to stimulate discussion and critical comments. Views expressed represent exclusively the authors' own opinions and do not necessarily refl ect those of the editors. Terms of use: Documents in Ruhr Economic Papers #235

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“…Course and program quality in higher education are most often evaluated through survey research by means of questionnaires that students complete (Husbands & Fosh, 1993;Mayes, 2001;Saroyan & Amundsen, 2001). With the widespread growth of information and communication technology (ICT) in university education, electronic versions of student questionnaires seem to be a logical next step in evaluating university courses or programs (Moss & Hendry, 2002).…”

mentioning

confidence: 99%

Evaluating the Outcomes of a Peer-Mentoring Program for Students Transitioning to Postsecondary Education

Goff

2011

cjsotl-rcacea

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A peer-mentoring program was developed for students in an introductory biology course at a university in Ontario, Canada. Students could attend up to five peer-mentoring sessions during their first semester. Quantitative-survey, participation, and academic data spanning from 2003 through 2007 were reviewed for the purpose of evaluating the program. An objectives-oriented approach was used to determine if the program was meeting its goals to improve students’ introductory biology grades, facilitate transitioning experiences, and encourage students to pursue studies in biology. Data analysis revealed that students who participated in the program felt that it was a valuable experience. Students attending three or more sessions performed significantly better in their introductory biology courses, measured by final grades achieved, than those attending fewer sessions. There were no indications that the peer-mentoring program had any impact on students’ perceptions of transitioning to university or on their program selection preferences. Recommendations are made to improve the peer-mentoring program to better align its components and objectives.Un programme de mentorat par les pairs destiné aux étudiants qui suivent un cours d'introduction à la biologie a été implanter dans un université situé dans la province de l’Ontario. Les étudiants avaient accès à cinq séances de mentorat par les pairs au cours du premier semestre. Afin d’évaluer le programme, les chercheurs ont effectué des sondages quantitatifs, examiné la participation et les notes des étudiants entre 2003 et 2007. Ils ont utilisé une méthode axée sur les objectifs afin de déterminer si le programme atteignait ses objectifs qui consistaient à améliorer les notes des étudiants au cours d’introduction à la biologie, à faciliter leur transition et à les encourager à poursuivre des études en biologie. L'analyse des données révèle que les étudiants qui ont participé au programme de mentorat, l’ont trouvé utile. Les notes des étudiants qui ont participé à trois ou quatre séances étaient considérablement plus élevées que celles de ceux qui ont assisté à moins de séances. Rien n’indique que le programme de mentorat par les pairs influe sur la perception des étudiants en ce qui a trait à la transition vers l’université ni sur leurs préférences en matière de choix de programmes. Les chercheurs recommandent d’améliorer le programme de mentorat afin de mieux harmoniser ses composantes et ses objectifs

show abstract

Students' Evaluation of Teaching in Higher Education: experiences from four European countries and some implications of the practice[1]

Cited by 64 publications

References 10 publications

Validation Study of the Scale for Assessment of the Teaching-Learning Process, Student Version (ATLP-S)

Validation Study of the Scale for Assessment of the Teaching-Learning Process, Student Version (ATLP-S)

The effect of student time allocation on academic achievement

Evaluating the Outcomes of a Peer-Mentoring Program for Students Transitioning to Postsecondary Education

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