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1.
Increasingly, student assessments of courses are being conducted online as opposed to administered in class. A growing body of research compares response rates and course ratings of courses evaluated online versus on paper. The present study extends this research by comparing student course assessments before and after the University of South Florida made online evaluations mandatory for all courses. This change only directly affected courses taught on-campus, as online courses were already being assessed online. However, we examine the effect of this change on courses taught on-campus and online, because we expect this change in policy to have differential effects. We hypothesise that by making online assessments mandatory for all courses, online assessments went from a novel method of evaluation to the norm; and, therefore, increased response rates for online courses, but had the opposite effect for on-campus courses. We find mixed support for our hypothesis. 相似文献
2.
James Goodman Robert Anson Marcia Belcheir 《Assessment & Evaluation in Higher Education》2015,40(7):958-970
Course evaluations (often termed student evaluations of teaching or SETs) are pervasive in higher education. As SETs increasingly shift from pencil-and-paper to online, concerns grow over the lower response rates that typically accompany online SETs. This study of online SET response rates examined data from 678 faculty respondents and student response rates from an entire semester. The analysis focused on those tactics that faculty employ to raise response rates for their courses, and explored instructor and course characteristics as contributing factors. A comprehensive regression model was evaluated to determine the most effective tactics and characteristics. Using incentives had the most impact on response rates. Other effective tactics that increase response rates include reminding students to take the evaluation, explaining how the evaluations would be used to improve instruction, sending personal emails and posting reminders on Blackboard®. Incentives are not widely used; however, findings suggest that non-point incentives work as well as point-based ones, as do simple-to-administer minimum class-wide response rate expectations (compared to individual completion). 相似文献
3.
Clifford Nowell Lewis R. Gale Bruce Handley 《Assessment & Evaluation in Higher Education》2010,35(4):463-475
This paper provides new evidence on the disparity between student evaluation of teaching (SET) ratings when evaluations are conducted online versus in‐class. Using a multiple regression analysis, we show that after controlling for many of the class and student characteristics not under the direct control of the instructor, average SET ratings from evaluations conducted online are significantly lower than average SET ratings conducted in‐class. Further, we demonstrate the importance of controlling for the factors not under the instructor’s control when using SET ratings to evaluate faculty performance in the classroom. We do not suggest that moving to online evaluation is overly problematic, only that it is difficult to compare evaluations done online with evaluations done in‐class. While we do not suppose that one method is ‘more accurate’ than another, we do believe that institutions would benefit from either moving all evaluations online or by continuing to do all evaluations in‐class. 相似文献
4.
Karen Young Jeffrey Joines Trey Standish Victoria Gallagher 《Assessment & Evaluation in Higher Education》2019,44(1):37-49
In the last 10–15 years, many institutions of higher education have switched from paper-and-pencil methods to online methods of administering student evaluations of teaching (SETs). One consequence has been a significant reduction in the response rates to such instruments. The current study was conducted to identify whether offering in-class time to students to complete online SETs would increase response rates. A quasi-experiment (nonequivalent group design) was conducted in which one group of tenured faculty instructed students to bring electronic devices with internet capabilities on a specified day and offered in-class time to students to complete online SETs. A communication protocol for faculty members’ use was developed and implemented. A comparison group of tenured faculty who did not offer in-class time for SET completion was identified and the difference-in-differences method was used to compare the previous year’s response rates for the same instructor teaching the same course across the two groups. Response rates were substantially higher when faculty provided in-class time to students to complete SETs. These results indicate that high response rates can be obtained for online SETs submitted by students in face-to-face classes if faculty communicate the importance of SETs in both their words and actions. 相似文献
5.
《College Teaching》2013,61(2):44-50
Abstract The article examines students' perceptions of student evaluations of teaching and compares them to faculty perceptions on several dimensions. Findings indicate students were much less likely to agree that SET encourage faculty to grade more leniently, that they have an influence on a faculty member's career, or that they lead to changes in courses and/or teaching styles. Faculty members believed that students rate easy, entertaining instructors more highly. Includes suggestions for change and future research directions. 相似文献
6.
Jonathan Bassett Amanda Cleveland Deborah Acorn Marie Nix Timothy Snyder 《Assessment & Evaluation in Higher Education》2017,42(3):431-442
Student evaluations are a common source of information used by instructors and administrators, but their utility depends on students’ motivation and attention. This paper presents evidence from two studies indicating that insufficient effort responding and lack of motivation may be problems in course evaluations. In the first study, approximately one in four students responded in an improbable way to ‘catch items’ embedded in actual course evaluation instruments, suggesting a lack of attention. In the second study, students’ responses to an online survey indicated that they doubted that their responses to course evaluations would be used by instructors or administrators. The majority of students admitted to only occasionally putting sufficient effort into their responses. Potential means for identifying insufficient effort responding and mechanisms for increasing student attention and motivation during the course evaluation process are discussed. 相似文献
7.
Student evaluations of teaching and learning are playing an increasingly important role in the delivery of high-quality, student-centred education. Insights into student perceptions of their learning experience provide important information that can be used to inform course design and development. The majority of course evaluations take the form of quantitative surveys, but research suggests that a reliance on survey data alone can be problematic from a teaching and learning perspective. Qualitative course evaluations have been cited as a viable alternative to quantitative evaluations, but less research has been conducted into their efficacy when compared to quantitative evaluations. The study on which this article reports attempted to contribute to addressing this shortcoming by describing and assessing a novel approach to eliciting qualitative feedback from students in a research methodology course at a higher education institution in South Africa. Conventional content analysis was used to analyse the qualitative feedback received from students. The qualitative course evaluation approach was then appraised in terms of the degree to which it has the potential to overcome the shortcomings associated with quantitative course evaluations and the extent to which the information gathered could be used to improve the design and delivery of the academic programme. 相似文献
8.
Andrew Topper 《Assessment & Evaluation in Higher Education》2007,32(6):681-691
As instructors adopt web‐based learning environments, they must consider how students’ evaluations of learning reflect the overall quality of instruction. Traditional course evaluations are used for faculty retention, tenure and promotion decisions, but also provide instructors with valuable information on the quality of their instruction. This study looks at response rates and compares instructional quality, using student course evaluations along with additional data from online and face‐to‐face graduate education courses, to evaluate the effectiveness of instruction. A statistical analysis of students’ course evaluations showed no significant difference in instructional quality based on the format used. Together with comparisons of student work, these results provide additional evidence in support of the finding of no significant difference between formats in the area of instructional quality. 相似文献
9.
Stephen A. Stumpf 《Research in higher education》1979,11(4):353-363
The use of aggregated student evaluations of their courses and course elements (e.g., subject functionality, affect, difficulty, graded assignments) is suggested as an efficient and useful means of obtaining program and department assessments. Given that the instruments used to collect student evaluations are valid (if they are not, they should not be used for any purpose), then averaging class data is likely to provide a valid and reliable index of program and department effectiveness as evaluated by students.Program and department assessment data are presented and discussed for a large northeastern professional school. Large and significant differences in the ratings of program elements were found. Although many of the elements designed into the program by the administration and faculty were perceived as operational by the students, some discrepancies between the design and student perceptions existed. Substantial departmental differences were also found which indicated areas of strength and weakness both within and across departments. The potential usefulness of the assessment for internal change and development is discussed. 相似文献
10.
Curt J. Dommeyer Robert W. Hanna Kenneth S. Chapman 《Assessment & Evaluation in Higher Education》2004,29(5):611-623
This study compares student evaluations of faculty teaching that were completed in‐class with those collected online. The two methods of evaluation were compared on response rates and on evaluation scores. In addition, this study investigates whether treatments or incentives can affect the response to online evaluations. It was found that the response rate to the online survey was generally lower than that to the in‐class survey. When a grade incentive was used to encourage response to the online survey, a response rate was achieved that was comparable with that to the in‐class survey. Additionally, the study found that online evaluations do not produce significantly different mean evaluation scores than traditional in‐class evaluations, even when different incentives are offered to students who are asked to complete online evaluations. 相似文献
11.
Constance A. Lightner 《Interactive Learning Environments》2016,24(1):224-238
As universities seek to bolster enrollment through distance education, faculty are tasked with maintaining comparable teaching/learning standards in traditional, blended, and online courses. Research has shown that there is an achievement gap between students taking courses exclusively offered online versus those enrolled in face-to-face classes. In an effort to mitigate these observed differences, the School of Business faculty at the research institution investigated various course models to meet the needs of a diverse, non-traditional, and multifaceted student population. Ultimately, a blended course model for statistics and quantitative method courses was developed that allowed students to choose between online, remote (via interactive television), and traditional course delivery modes each week. This model is more flexible and agile than existing blended courses that have more static components. Multiple regression analysis, χ2, and t-tests are used to demonstrate the efficacy of our model in maintaining student performance standards. 相似文献
12.
Lori R. Kogan Regina Schoenfeld-Tacher Peter W. Hellyer 《Teaching in Higher Education》2013,18(6):623-636
The current study explores the feelings and thoughts that faculty have about their student evaluations of teaching (SET). To assess the perceptions of SETs, all teaching faculty in one college at a western Land Grant University were asked to complete an anonymous online survey. The survey included demographic questions (i.e. gender; rank such as assistant, associate, and full professor; and positions like non-tenure track, tenure track, and tenured) as well as questions related to faculty's feelings while reading their SETs. While minimal differences were found in responses based on rank or position, several differences were found based on faculty gender. Overall, female faculty appear to be more negatively impacted by student evaluations than male faculty. These gender differences support previous research that suggests males and females receive and react differently to personal evaluation. Resultant suggestions include modifying surveys from anonymous to confidential and offering professional development training for faculty. 相似文献
13.
Will Teachers Receive Higher Student Evaluations by Giving Higher Grades and Less Course Work? 总被引：3，自引：0，他引：3
This study investigated whether mean expected grades and the level of difficult/workload in courses, as reported by students, unduly influence student ratings instruction. Over 50,000 college courses whose teachers used the Student Instructional Report II were analyzed. In addition to the two primary independent variables, the regression analyses included 8 subject area groupings and controlled for such factors as class size, teaching method, and student perceived learning outcomes in the course. Learning outcomes had a large positive effect on student evaluations of instructions, as it should. After controlling for learning outcomes, expected grades generally did not affect student evaluations. In fact, contrary to what some faculty think, courses in natural sciences with expected grades of A were rated lower, not higher. Courses were rated lower when they were rated as either difficult or too elementary. Courses rated at the just right level received the highest evaluations. 相似文献
14.
Trey Standish Jeff A. Joines Karen R. Young Victoria J. Gallagher 《Research in higher education》2018,59(6):812-823
Institutions of higher education continue to migrate student evaluations of teaching (SET) from traditional, in-class paper forms to online SETs. Online SETs would favorably compare to paper-and-pencil evaluations were it not for widely reported response rate decreases that cause SET validity concerns stemming from possible nonresponse bias. To combat low response rates, one institution introduced a SET application for mobile devices and piloted formal synchronous classroom time for SET completion. This paper uses the Leverage Salience Theory to estimate the impact of these SET process changes on overall response rates, open-ended question response rates, and open end response word counts. Synchronous class time best improves SET responses when faculty encourage completion on keyboarded devices and provide students SET completion time in the first 15 min of a class meeting. Full support from administrators requires sufficient wireless signal strength, IT infrastructure, and assuring student access to devices for responses clustering around meeting times. 相似文献
15.
Lauren McClain Angelika Gulbis Donald Hays 《Assessment & Evaluation in Higher Education》2018,43(3):369-385
Student evaluations of teaching (SETs) are an important point of assessment for faculty in curriculum development, tenure and promotion decisions, and merit raises. Faculty members utilise SETs to gain feedback on their classes and, hopefully, improve them. The question of the validity of student responses on SETs is a continuing debate in higher education. The current study uses data from two universities (n = 596) to determine whether and under what conditions students are honest on in-class and online SETs, while also assessing their knowledge and attitudes about SETs. Findings reveal that, while students report a high level of honesty on SETs, they are more likely to be honest when they believe that evaluations effectively measure the quality of the course, the results improve teaching and benefit students rather than the administration, and when they are given at the end of the term. Honesty on evaluations is not associated with socio-demographic characteristics. 相似文献
16.
Jeffrey R. Stowell William E. Addison Jennifer L. Smith 《Assessment & Evaluation in Higher Education》2012,37(4):465-473
In recent years, colleges have been moving from traditional, classroom‐based student evaluations of instruction to online evaluations. Because of the importance of these evaluations in decisions regarding retention, promotion and tenure, instructors are justifiably concerned about how this trend might affect their ratings. We recruited faculty members who were teaching two or more sections of the same course in a single semester and assigned at least one section to receive online evaluations and the other section(s) to receive classroom evaluations. We hypothesised that the online evaluations would yield a lower response rate than the classroom administration. We also predicted that there would be no significant differences in the overall ratings, the number of written comments, and the valence (positive/neutral/negative) of students’ comments. A total of 32 instructors participated in the study over two semesters, providing evaluation data from 2057 students. As expected, online evaluations had a significantly lower response rate than classroom evaluations. Additionally, there were no differences in the mean ratings, the percentage of students who provided written comments or the proportion of comments in the three valence categories. Thus, even with the lower response rate for online evaluations, the two administration formats seemed to produce comparable data. 相似文献
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19.
Jamis J. Perrett 《Assessment & Evaluation in Higher Education》2013,38(1):85-93
The purpose of this study was to analyse the students’ evaluations of the course and instructor for all statistics courses offered during fall semester 2009 at a large university in the southern United States. Data were collected and analysed for course evaluations administered both online and on paper to students in both undergraduate and graduate courses. Unlike most previous studies on this subject, class section rather than student was treated as the unit of analysis. It was of specific interest to verify prior research findings that evaluation surveys administered online would not result in lower course and instructor ratings and lower response rates. The results showed that there is not sufficient evidence within the collected data to conclude that either course and instructor ratings or response rates are lower for evaluations administered online (online evaluations) than they are for evaluations administered on paper (paper evaluations). Of secondary interest was whether class ratings would be associated with students’ attendance and a comparison of variability among answers for undergraduate vs. graduate students. It was observed that class and teacher ratings were not related to students’ attendance and individual students did not tend to give the same answer for every question on their survey. 相似文献
20.
Ji Yong Park 《高等教育研究与发展》2014,33(5):992-1006
The introduction of online delivery platforms such as learning management systems (LMS) in tertiary education has changed the methods and modes of curriculum delivery and communication. While course evaluation methods have also changed from paper-based in-class-administered methods to largely online-administered methods, the data collection instruments have remained unchanged. This paper reports on a small exploratory study of two tertiary-level courses. The study investigated why design of the instruments and methods to administer surveys in the courses are ineffective measures against the intrinsic characteristics of online learning. It reviewed the students' response rates of the conventional evaluations for the courses over an eight-year period. It then compared a newly developed online evaluation and the conventional methods over a two-year period. The results showed the response rates with the new evaluation method increased by more than 80% from the average of the conventional evaluations (below 30%), and the students' written feedback was more detailed and comprehensive than in the conventional evaluations. The study demonstrated the possibility that the LMS-based learning evaluation can be effective and efficient in terms of the quality of students' participation and engagement in their learning, and for an integrated pedagogical approach in an online learning environment. 相似文献