The Utility of Student Ratings of Instruction for Students, Faculty, and Administrators: A "Consequential Validity" Study

Beran, Tanya; Violato, Claudio; Kline, Don; Frideres, James S.

doi:10.47678/cjhe.v35i2.183500

Cited by 55 publications

(21 citation statements)

References 24 publications

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“…Further studies, among them, analyses in German HEIs (Lang and Kersting, 2007) show comparable results (Kember et al, 2002). One of the reasons for these unsatisfactory results is that lecturers often do not change their teaching methods, even if they generally assess teaching evaluations to be useful (Wachtel, 1998;Beran et al, 2005). While departments and universities face the challenge of developing measures from student evaluations (Ballantyne et al, 2000), this article will focus on single course quality and how it can be improved through the use of evaluation.…”

Section: Introductionmentioning

confidence: 99%

Kaizen in university teaching: continuous course improvement

Kregel

2019

IJLSS

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Purpose The current evaluation standards in German higher education institutions (HEIs) do not often lead to measurable quality improvement. The purpose of this paper is to critically evaluate whether Kaizen can improve the quality of teaching. The presented concept illustrates the evaluation of each course unit to continuously encourage quality feedback from the learners and intensify the exchange with lecturers. Design/methodology/approach Action research is used to combine the continuous improvement philosophy of Kaizen with student course evaluations. A pilot study of the concept provides data from four course cycles to analyze learnings and setbacks. Findings Learners in the pilot courses welcomed the intense participation and allowed improvements to elements such as course concept, course material, presentation style and content or detail selection. The participation rate declined during each term and was highly influenced by triggers like exam and grade relevance. Kaizen could successfully improve course quality, especially in the first two years of newly developed courses. Research limitations/implications The presented results have been collected from one course over four years in one institution. The next stage of research would be the application of the approach in other institutions to validate results and make potential adjustments to the concept, for example, toward continuous learning. Originality/value Although course evaluation has become standard in German HEIs, most institutions only implement it once per term or year. This paper discusses a new approach to expedite the evaluation of teaching quality at the point of action (Gemba) to facilitate the short-term reactions of lecturers.

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Section: Introductionmentioning

confidence: 99%

Kaizen in university teaching: continuous course improvement

Kregel

2019

IJLSS

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“…According to Hill et al (2003) and Beran, Violato, Kline & Frideres (2005), results of students' rating of their lecturers are a matter of perception. How do the students perceive their lecturers?…”

Section: Introductionmentioning

confidence: 99%

Teachers’ and Students’ Perception of Students’ Rating as a Tool for Evaluating Language Instruction in College of Education, Warri, Nigeria

Obiunu¹,

MUSA²,

Gbenedio³

2021

eqr

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This study was designed to investigate teachers’ and students’ perception of students’ rating as a tool for evaluating language instruction in College of Education. It examined the percentage of teachers and students who perceived students’ rating as a tool for evaluating language instruction; it also tested to ascertain the significant differences in the perception of students’ rating as a tool for evaluating teachers’ language instruction. The population of the study comprised all the fourteen (14) lecturers and all the two hundred and twenty one (221) Nigeria Certificate in Education (NCE) students of the English Department, College of Education, Warri in the 2015/2016 academic session. The manageable size of the population informed the researchers’ choice of purposively using the entire population as the sample for the study. Two research questions were answered and three research hypotheses were tested at 0.05 level of significance. Two instruments titled Teachers’ Perception of Students’ Rating (TPSR) with a reliability coefficient of 0.68 and Students’ Perception of Students’ Rating (SPSR) with a reliability coefficient of 0.87 were used to gather data for the study. The data collected were analyzed using descriptive statistics, t-test and Analysis of Variance (ANOVA). The result of the study showed that there is no significant difference in the perception of NCE students on students’ rating as a tool for evaluating teachers’ instruction but data analysis revealed a significant difference in the perception of NCE students of different academic levels on students’ rating as a tool for evaluating teachers’ instruction. Furthermore, there is no significant difference in the perception of teachers of different academic qualifications and years of teaching experience on students’ rating as a tool for evaluating teachers’ instruction. It was concluded that students’ rating of teachers’ instruction should be adopted for quality education and academic excellence instead of the use of publications, paper presentation at conferences and workshops attendance for annual performance evaluation for teachers in College Education, Warri and similar institutions.

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“…Student evaluations of teaching are, arguably, the most influential single metric in the careers of college teachers. Teaching evaluations influence decisions about teachers' classroom abilities and about their general job performance (Beran, Violato, Kline, & Frideres, 2005;Gravestock & Gregor-Greenleaf, 2008;Shao, Anderson, & Newsome, 2007). Several sources of evidence support the validity of student evaluations for use in making judgments about teaching (for reviews of the following information see d 'Apollonia & Abrami, 1997;Marsh & Roche, 1997).…”

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confidence: 99%

Uses and Misuses of Student Evaluations of Teaching

Boysen

2015

Teaching of Psychology

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Student evaluations of teaching are among the most accepted and important indicators of college teachers’ performance. However, faculty and administrators can overinterpret small variations in mean teaching evaluations. The current research examined the effect of including statistical information on the interpretation of teaching evaluations. Study 1 (N = 121) showed that faculty members interpreted small differences between mean course evaluations even when confidence intervals and statistical tests indicated the absence of meaningful differences. Study 2 (N = 183) showed that differences labeled as nonsignificant still influenced perceptions of teaching qualifications and teaching ability. The results suggest the need for increased emphasis on the use of statistics when presenting and interpreting teaching evaluation data.

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The Utility of Student Ratings of Instruction for Students, Faculty, and Administrators: A "Consequential Validity" Study

Cited by 55 publications

References 24 publications

Kaizen in university teaching: continuous course improvement

Kaizen in university teaching: continuous course improvement

Teachers’ and Students’ Perception of Students’ Rating as a Tool for Evaluating Language Instruction in College of Education, Warri, Nigeria

Uses and Misuses of Student Evaluations of Teaching

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