The Reliability of Students' Ratings of Faculty Teaching Effectiveness

Obenchain, Kathryn M.; Abernathy, Tammy V.; Wiest, Lynda R.

doi:10.1080/87567550109595859

Cited by 29 publications

(15 citation statements)

References 9 publications

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“…The major concerns identified include: (1) the reliability and validity of the evaluation instrument used, (2) the consistency by which the evaluation is administered, (3) the ability of students to effectively evaluate teaching, and (4) the use of student evaluations as the sole or primary measurement of teaching effectiveness. 17 Certainly, student ratings of teaching are based on their perceptions of good teaching and are influenced by many factors such as any existing perceptions about the teaching in a particular class or institution as well as their prior knowledge and experience with teaching. 18 Overall, however, the quality of the validity and reliability of student ratings of teaching effectiveness outweigh the concerns.…”

Section: Data From Students and Alumnimentioning

confidence: 99%

Recognition of Teaching Excellence

Hammer

Piascik

Medina

et al. 2010

American Journal of Pharmaceutical Education

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The 2008-2009 Task Force for the Recognition of Teaching Excellence was charged by the AACP Council of Faculties Leadership to examine teaching excellence by collecting best practices from colleges and schools of pharmacy, evaluating the literature to identify evidence-based criteria for excellent teaching, and recommending appropriate means to acknowledge and reward teaching excellence. This report defines teaching excellence and discusses a variety of ways to assess it, including student, alumni, peer, and self-assessment. The task force identifies important considerations that colleges and schools must address when establishing teaching recognition programs including the purpose, criteria, number and mix of awards, frequency, type of award, and method of nominating and determining awardees. The report concludes with recommendations for the academy to consider when establishing and revising teaching award programs.

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Section: Data From Students and Alumnimentioning

confidence: 99%

Recognition of Teaching Excellence

Hammer

Piascik

Medina

et al. 2010

American Journal of Pharmaceutical Education

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“…Typically, institutions of higher education use student surveys of instruction to gather student input on teaching effectiveness (Centra, 2003;Jacobsen, 1997;Wolfer & Johnson, 2003). In turn, data generated from student surveys are often used in the tenure and promotion process and to determine merit pay (Obenchain, Abernathy, & Wiest, 2001). Despite their near ubiquity, the role of student evaluations in the faculty evaluation process as a whole is controversial (Ballantyne, Borthwick, & Packer, 2000;Chen & Hoshower, 2003;Krantz-Girod et al, 2004;Marsh, 2007b;Sheehan & DuPrey, 1999;Yunker & Yunker, 2003).…”

mentioning

confidence: 99%

Counseling Students' Decision Making Regarding Teaching Effectiveness: A Conjoint Analysis

Pietrzak¹,

Duncan

Korcuska

2008

Couns Edu & Supervision

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The authors examined the relative importance of 4 attributes of decision making for student evaluation of teaching effectiveness: perceived knowledge base of the professor, professor's delivery style, course organization, and course workload. Participants were 234 counseling graduate students from 6 midwestern universities in the United States. Data were analyzed with classic conjoint analysis using an additive model with full-profile method. Results indicated that decisions about teaching effectiveness are complex and based on multiple attributes. There was sufficient variability in the decision-making process to warrant caution in overgeneralizing results. Implications for faculty development and faculty hiring are considered.

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“…Because of the emphasis placed on student evaluations and the pressure to receive high ratings to bolster promotions, faculty members sometimes ''play politics'' with students. In a study by Obenchain, Abernathy, and Wiest (2001) on student evaluation reliability effectiveness, 202 students who indicated an interest in teaching participated by completing three instruments designed to measure teaching effectiveness. The results indicated that the perceptions of students might not match those of the institution when measuring teaching effectiveness.…”

Section: Reasons For Academic Dishonesty: Why Do Students Cheat?mentioning

confidence: 99%

Academic Dishonesty: Cheating Among Community College Students

Moeck¹

2002

Community College Journal of Research and Practice

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Cheating in community colleges is not uncommon and is one of the most unfortunate problems faculty and administrators attempt to solve. As the focus of community colleges shifts from teaching to learning, it is important to study the more unpleasant issues facing the community college family. This article deünes and identiües attitudes and situations that encourage academic dishonesty. It further discusses strategies for prevention of academic dishonesty, offers suggestions on how to discourage the practice, and advances recommendations for dealing with cheating. Also included is an inventory of sources about ''paper mills,'' and a listing of cybercheating preventive and investigative software programs.

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The Reliability of Students' Ratings of Faculty Teaching Effectiveness

Cited by 29 publications

References 9 publications

Recognition of Teaching Excellence

Recognition of Teaching Excellence

Counseling Students' Decision Making Regarding Teaching Effectiveness: A Conjoint Analysis

Academic Dishonesty: Cheating Among Community College Students

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