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1.
MULTILEVEL ANALYSIS OF THE EFFECTS OF STUDENT AND INSTRUCTOR/COURSE CHARACTERISTICS ON STUDENT RATINGS 总被引：2，自引：0，他引：2
Multilevel SEM was used to examine the extent to which student, instructor, and course characteristics affect student ratings. Data were gathered from 1867 students enrolled in 117 courses at a large teacher training college in Israel. Four alternative two-level models that differ in only the nature of the relationship among interest in the course subject, expected grade, and student ratings were tested. Two of the models were judged as less appropriate, one because it failed to support the spurious relationship assumed between expected grade and student ratings, and the other on grounds of poor model-data fit. The other two models were equally good both in terms of the model-data fit and the amount of variance in student ratings that is accounted for by each of them. Both models supported the mediation effect of expected grade in the relationship between interest in the course subject and student ratings. 相似文献
2.
Matthew R.E. Symonds 《高等教育研究与发展》2014,33(6):1221-1231
Institutes of higher learning are tending to reduce the amount of face-to-face teaching that they offer, and particularly through the traditional pedagogical method of lecturing. There is ongoing debate about the educational value of lectures as a teaching approach, in terms of both whether they facilitate understanding of subject material and whether they augment the student educational experience. In this study, student evaluation of teaching scores plus academic outcome (percentage of students who fail) was assessed for 236 course units offered by a science faculty at an Australian university over the course of one year. These measures were related to the degree to which lectures and other face-to-face teaching were used in these units, controlling for factors such as class size, school and year level. An information-theoretic model selection approach was employed to identify the best models and predictors of student assessments and fail rates. All the top models of student feedback included a measure reflecting amount of face-to-face teaching, with the evaluation of quality of teaching being higher in units with higher proportions of lectures. However, these models explained only 12–20% of the variation in student evaluation scores, suggesting that many other factors come into play. By contrast, units with fewer lectures have lower failure rates. These results suggest that moving away from lectures and face-to-face teaching may not harm, and indeed may improve the number of students who pass the subject, but that this may be incurred at the expense of greater dissatisfaction in students' learning experience. 相似文献
3.
Heesup Han Kiattipoom Kiatkawsin Ju Hea Hong 《Assessment & Evaluation in Higher Education》2018,43(1):110-125
The higher education market in South Korea has matured over recent decades. Higher education institutions have invested in many areas to boost the student experience. Student satisfaction has been identified as a key variable in explaining the holistic evaluation of the course. This study aims to fulfil a void in research by developing a study model consisting of cognitive evaluation, affective evaluation and student satisfaction with the course. Furthermore, two constructs of classroom physical environments were added to measure the moderating effect of satisfaction’s antecedents. Results indicated that student satisfaction with a course was significantly explained by cognitive and affective evaluations. Affective evaluation played a mediating role between cognitive evaluation and students’ satisfaction with the course. In addition, the impact of cognitive evaluation was greater than that of affective evaluation. The cognitive and affective evaluation constructs in the proposed theoretical framework accounted for 56% of the variance explained in student satisfaction with the course. Moreover, results of the invariance test revealed that ambient conditions of the classroom and its spatial layout and functionality significantly enhanced the effects of cognitive evaluation and affective evaluation on student satisfaction with the course. 相似文献
4.
Kimberly Hoagwood 《Community College Journal of Research & Practice》2013,37(1-4):215-223
This study had a two‐fold purpose: first, to determine whether a measurable change in the meaning of the word writing could occur during a writing course; and second, to measure meaning rather than merely student attitudes toward writing. To satisfy these purposes, a semantic differential was administered to students in both regular and developmental classes in a two‐year campus at the beginning and the end of the 10‐week term. The scale measured the meaning of the term writing according to three dimensions: evaluation, activity, and potency. Scores were compared for each student and for each class of students. A significant increase occurred in the activity dimension for students in the regular classes by the end of the term; however, their evaluative rating decreased. Developmental students showed no change. Correlations with other measures of student performance were performed: final grades in the writing course, high school G.P.A., and verbal SAT scores. Regular students’ final grades correlated positively with the evaluation dimension of writing, and their verbal SAT scores correlated positively with the activity and potency dimensions. An inverse correlation was obtained between the developmental students’ verbal SAT scores and their evaluative rating. All correlations were stronger by the end of the term. Implications for writing teachers are discussed. Use of this instrument for measuring change in students’ perceptions of writing is recommended. 相似文献
5.
Using multilevel models, this study examined the effects of student- and course-level variables on monotonic response patterns in student evaluation of teaching (SET). In total, 11,203 ratings taken from 343 general education courses in a Korean four-year private university in 2011 were analyzed. The results indicated that 96 % of variance of monotonic response patterns could be explained by student characteristics, such as gender, academic year, major, grade point average, SET score, and perceptions about course difficulty, while controlling for course-level variables. Furthermore, 4 % of variance of monotonic response patterns was derived from course characteristics, including faculty age and class size, while controlling for student-level variables. The findings suggest that Korean higher education institutions need to take proper measures to encourage students to participate more actively and sincerely in SET for the best and proper use of the evaluation’s outcomes. 相似文献
6.
学生评价改革是基础教育课程改革的重要组成部分,建立发展性学生评价体系是新一轮课程改革的重心和突破口．发展性学生评价是在教育性学生评价与选拔性学生评价整合的基础上形成的更加科学合理的学生评价模式,正确把握发展性学生评价,并积极运用于教学实践,对促进学生全面主动发展和新课程下的教育教学改革具有重要的现实意义． 相似文献
7.
William E. Piland 《Community College Journal of Research & Practice》2013,37(1-4):115-125
The purpose of this study was to compare the opinions of students, teachers, and administrators relative to student evaluation of instruction in selected community colleges. While important educational decisions in community colleges are made on the basis of students’ evaluations (as in retention, promotion, tenure, and pay), little has been accomplished in testing the assumptions behind student evaluation of instruction. The student evaluation process assumes that students are honest, serious, and evaluate instruction, not some incidental activity. A 25‐item Student Evaluation Process Scale was completed by 607 students, 130 faculty, and 45 administrators in five Illinois community colleges. Findings revealed little significant differences in the opinions of students regarding evaluation of instruction based on variables of sex, age, school location, student type (transfer or occupational), and class standing. There were little significant differences in faculty opinion and within the administrative groups based on selected variables. There were significant differences when the opinions of students, faculty, and administrators were compared. Students and faculty tended to agree with those items that questioned the objectivity of student evaluation of instruction. Administrators and students tended to agree with items reflecting the seriousness with which students evaluate instruction. Faculty and administrators indicated that student evaluation of instruction impacted faculty members’ instructional performances. Neither students, faculty, nor administrators supported the concept of merit pay tied to student evaluation of instruction. The role of student evaluation of instruction in a faculty evaluation system must be investigated. A variety of groups should participate in this investigation. 相似文献
8.
Luis Miguel Villar Angulo Olga María Alegre de la Rosa 《Learning Environments Research》2008,11(3):211-226
The rapid growth of online learning has led to the development of staff inservice evaluation models that are geared towards
improving degree programs. Based on best practices in student online assessment, the Online Faculty Development and Classroom
Learning Environment Assessment course was designed to serve the dual purpose of staff development and classroom learning
environment assessment. Results of analyses showed that the course maximised the potential of online staff development for
encouraging staff to reflect on Curriculum and Teaching Capacities (CTC). Implications are discussed in terms of emphasising
the process of online CTC learning and incorporating perspectives to capture a comprehensive view of staff teaching attitudes
and their association with student perceptions of the classroom learning environment. 相似文献
9.
10.
Monitoring and evaluation of a complex course is based on data acquired formally from normal administrative records; from research, sometimes in the form of students' projects; from staff and student questionnaires. Informally, regular tutor‐group meetings and a receptive attiude on the part of staff to student opinion are crucial. Once appropriate questions have been asked, it is then possible to ensure a flow of Information which can affect not only the day‐to‐day operation of the course but also its strategic planning. 相似文献
11.
张冬梅 《四川教育学院学报》2012,28(9):65-68,72
文章运用文献资料法、专家访谈法、问卷调查法、数理统计法等研究方法,对高校健美操选修课学生学习评价的现状以及存在的问题进行研究与分析,将多元智能理论与教学中的学生评价相结合,从评价内容、评价方法、评价主体、评价标准等几方面提出改革对策,以期促进高校健美操选修课教学质量的提高,为高校健美操选修课学生学习评价的改革提供理论依据和实践借鉴。 相似文献
12.
This study examines the prevalence, contexts, and demographic correlates of monotonic response patterns (MRPs) in online student evaluations. Results of two-level hierarchical generalized linear models show evidence of careless monotonic responses to a survey administered to students enrolled in a university-level foreign language course in the Republic of Korea. All else being equal, freshmen and students in classes with fewer survey participants were more likely to choose monotonic response patterns in course evaluations. Possible factors at work in generating MRPs are identified and discussed. The severity of the MRP problem in online ratings underscores the importance for administrators to consider possible validity threats in student evaluations before using them as tools to inform instructional and administrative decisions. It is also important to design course evaluation surveys in such a way as to minimize careless responses and to identify means to induce more thoughtful responses from college students. 相似文献
13.
The union and disjunction models for combining individual test marks to yield final grade distributions were outlined. It was expected that these models would differentially favor students according to their characteristic methods of learning and studying. The models were examined empirically in two educational psychology classes; five performance assessments were available, as well as eleven dimensions of study behavior and academic attitudes. While there was a substantial correlation between the distributions derived from the two models, they were found significantly to favor different student characteristics. The union model, relative to the disjunction model, favored students who were dependent, who interrelated different aspects of their course work, who scheduled their work and who rote-learned material. These differences were interpreted in terms of the educational assumptions underlying the two models. Some implications of the study for grading practice were suggested. 相似文献
14.
Stacie H. Vernick Robert C. Reardon James P. Sampson Jr. 《Journal of Career Development》2004,30(3):201-213
A process evaluation of a three-credit, upper division career course at a southeastern university is described. Student responses to a standardized course rating instrument were analyzed. Anonymous course evaluations of 293 students enrolled in 11 sections of the career course were compared to student ratings of one section of the course 5 years earlier, and normative data taken from summary reports provided by the university. Results indicated that student perceptions of the course are consistent over time, and more positive in classes meeting multiple times per week. The course was rated higher in course demands, student-instructor involvement, and course organization than other courses. The career course was rated lower in student interest than other courses. Implications of the findings and directions for future research are discussed. Course designers and instructors might benefit from using the information gleaned from this study in structuring career courses and in planning course schedules. 相似文献
15.
Bert Brockx Pieter Spooren Dimitri Mortelmans 《Educational Assessment, Evaluation and Accountability》2011,23(4):289-306
The use of student evaluation of teaching (SET) to evaluate and improve teaching is widespread amongst institutions of higher
education. Many authors have searched for a conclusive understanding about the influence of student, course, and teacher characteristics
on SET. One hotly debated discussion concerns the interpretation of the positive and statistically significant relationship
that has been found between course grades and SET scores. In addition to reviewing the literature, the main purpose of the
present study is to examine the influence of course grades and other characteristics of students, courses, and teachers on
SET. Data from 1244 evaluations were collected using the SET-37 instrument and analyzed by means of cross-classified multilevel
models. The results show positive significant relationships between course grades, class attendance, the examination period
in which students receive their highest course grades, and the SET score. These relationships, however, are subject to different
interpretations. Future research should focus on providing a definitive and empirically supported interpretation for these
relationships. In the absence of such an interpretation, it will remain unclear whether these relationships offer proof of
the validity of SET or whether they are a biasing factor. 相似文献
16.
The study determined the influence of students' values and educational attitudes on their evaluation of faculty. Sixty-five graduate students completed an evaluation form, a value survey, and an attitude scale at the end of an adult learning theory course. Multiple regression and path analysis showed that (a) educational attitudes and selected values accounted for 27% of the variance in student evaluation of faculty, (b) educational attitudes were responsible for 8% of the variance in student evaluation of faculty, and (c) values per se were not significantly related to student evaluation of faculty. A path model suggested that values influenced student evaluation of faculty through educational attitudes. The findings suggested that students' values and attitudes play a major role in their evaluation of faculty and should be recognized by teachers when interpreting the results of such ratings. 相似文献
17.
针对模具人才培养的现状,提出通过建设综合实践课程达到提升学生工程意识和综合能力的目的,并对该课程的建设思路、选题内容、教学组织运行、考核评价等进行了探讨. 相似文献
18.
Zita M. Wagner 《Assessment & Evaluation in Higher Education》1999,24(3):261-272
The evaluation of courses has become more important than ever in the higher education sector. Information is commonly collected from students on their perceptions of a course using questionnaires, discussions or interviews. This paper discusses the use of a student learning journal as a means of collecting data on the effectiveness of a course. Students in a graduate diploma course at the University of Technology, Sydney use learning journals to record and reflect on their development as a teacher/trainer over one semester. The evaluator of the course obtains qualitative data from the journals regarding students’ perceptions of the course content, structure, activities and assessment. The main advantages of this technique include the longitudinal perspective it gives on students perceptions of a course and also that it provides information on the whole course, particularly on whether whole course outcomes are being met. Collecting information from student journals also has the advantage that the data were not written specifically for course evaluation. Issues regarding validity, confidentiality and data analysis using student journals are addressed in this paper as is the place of this technique in a quality assurance scheme for a course. 相似文献
19.
This article reports a case study describing how the principles of a cognitive apprenticeship (CA) model developed by Collins,
Brown, and Holum (1991) were applied to a graduate course on performance systems analysis (PSA), and the differences this
application made in student performance and evaluation of the course compared to the previous semester. I analyzed the requirements
for the CA learning environment and identified the contributions of instructor, students, and the course based on those requirments.
I then applied the findings to create an authentic learning environment based on CA principles. In this case the students
became performance consultants, immersed in practical application of the PSA content and methodology to authentic organizational
performance issues provided by real clients. Finally, I compare student evaluation of the course to student evaluations in
the previous semester, and report their responses to a set of open-ended questions concerning the application of CA principles. 相似文献
20.
Guy A. Boysen 《Assessment & Evaluation in Higher Education》2017,42(7):1095-1102
Research shows that teachers interpret small differences in student evaluations of teaching as meaningful even when available statistical information indicates that the differences are not reliable. The current research explored the effect of statistical training on college teachers’ tendency to over-interpret student evaluation differences. A sample of 225 English, mathematics and psychology teachers evaluated statistical reports of student evaluation data corresponding to a fictional teacher’s courses. Teachers from the three disciplines varied significantly in their statistics training, but there were no differences in their tendency to rate small, non-significant differences in student evaluations as indicative of the need to make improvements in a course. These results illustrate that statistical knowledge alone does not prevent the over-interpretation of student evaluation means. 相似文献