Psychometric Evaluation of a Theoretically Derived Student Course Evaluation Form

In this article the authors describe how they incorporate eye tracking in a human-computer interaction (HCI) course that forms part of a postgraduate Informatics degree. The focus is on an eye tracking assignment that involves student groups performing usability evaluation studies for real world clients. Over the past three years the authors have observed how this experience positively affected students' attitude towards usability and user experience (UX) evaluation. They therefore believe that eye tracking is a powerful tool to convince students of the importance of user centered design. To investigate the soundness of their informal observations, the authors conducted a survey amongst 2016 HCI students and analysed student course evaluation results from 2014 to 2016. The findings confirm that students regard the eye tracking assignment as a mind altering experience and that it is potentially an effective tool for convincing future IT professionals of the importance of usability, UX and user centered design.

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Students' Perceptions of the Value of Teaching Evaluations

Perceptual and Motor Skills ◽

10.2466/pms.1993.76.3.995 ◽

1993 ◽

Vol 76 (3) ◽

pp. 995-1000 ◽

Cited By ~ 20

Author(s):

Patricia L. Dwinell ◽

Jeanne L. Higbee

Keyword(s):

Effective Means ◽

Evaluation Process ◽

Course Evaluation ◽

Teaching Evaluations ◽

Evaluation Form

This research examined how 187 students assessed a course evaluation form, the anonymity of the evaluation process, the fairness and accuracy students attribute to the task of completing evaluations of instruction, and students' perceptions of the extent to which teachers and administrators make use of the information provided by evaluations. 92% of the student-participants believed that the rating forms provided an effective means of evaluating instruction. The majority thought instructors pay attention to evaluation results and change their behavior accordingly. Only 2% believed that their anonymity was not protected. Students appeared to have more faith in their own evaluations than in those of other students. They also lacked confidence in the use of evaluations for determining salary increases or tenure and promotion.

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A New Explanation for Students’ Course Evaluation Tendencies

American Educational Research Journal ◽

10.3102/00028312010002115 ◽

1973 ◽

Vol 10 (2) ◽

pp. 115-124 ◽

Cited By ~ 26

Author(s):

Kent L. Granzin ◽

John J. Painter

Keyword(s):

Factor Analysis ◽

Attitude Change ◽

Stepwise Regression ◽

Predictive Power ◽

Evaluation Process ◽

Course Evaluation ◽

Predictor Variables ◽

Regression Equations ◽

Student Course Evaluation

This study of the student course evaluation process discovered significant correlations between course ratings and variables representing commitment and course-end attitudes toward the course. It found relationships of lesser significance for attitude change measures, while demographics provided generally nonsignificant correlations. Stepwise regression equations developed for their power to predict course ratings relied most heavily on course-end attitude variables. Factor analysis of the variable set revealed 6 factors underlying the course evaluation structure studied, and this analysis guided formulation of new regression equations having reduced predictive power but greater independence among included predictor variables. Conclusions focused on the study’s contributions to understanding the course evaluation process and suggested steps an instructor might take to improve his ratings.

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Increasing complexities: Teaching public policy in the age of discontent

Teaching Public Administration ◽

10.1177/0144739419879483 ◽

2019 ◽

Vol 38 (1) ◽

pp. 24-45

Author(s):

Yvonne Haigh

Keyword(s):

Public Policy ◽

Teaching And Learning ◽

Course Evaluation ◽

Student Experiences ◽

Complex Environments ◽

Learning And Teaching ◽

Qualitative Survey ◽

Teaching And Learning Environment ◽

Teaching Learning ◽

Student Course Evaluation

This paper draws on nine years of undergraduate student course evaluation surveys to explore learning and teaching practices in an introductory public policy course in Australia. The paper situates student responses in terms of an increasingly complex teaching and learning environment. The student cohort includes a diverse group of arts, law, business and technology-based undergraduates. The paper explores both quantitative and qualitative survey data in order to draw out students’ perceptions and views on teaching, learning and their engagement with public policy. The paper considers some of the ways students grapple with increasing levels of complexity, their perceptions of interactive and participatory teaching strategies as tools for learning, and their views around enhancing university learning. The paper provides a set of reflections that may enhance student experiences in increasingly complex environments.

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