How Fair are Student Ratings in Assessing the Teaching Performance of University Teachers?

1999 ◽  
Vol 24 (2) ◽  
pp. 181-195 ◽  
Author(s):  
Kam‐por Kwan
Keyword(s):  
Student Ratings ◽  
Teaching Performance ◽  
University Teachers

Perception of Instructor in Relation to Self and Evaluation of Instructor's Performance

1973 ◽  
Vol 36 (2) ◽  
pp. 533-534 ◽  
Author(s):  
Dewitt C. Davison
Keyword(s):  
Halo Effect ◽  
Student Ratings ◽  
Teaching Performance ◽  
Average Rating ◽  
Instructor Performance ◽  
Assumed Similarity

68 college juniors rated themselves and the instructor on the 49 trait adjectives in Bills' Index of Adjustment and Values. They were then asked to rate the instructor's teaching performance on a different questionnaire. The correspondence between the average rating given self and the average given the instructor across the 49 adjectives was taken as an index of assumed-similarity of student to instructor. The 34 students who perceived the instructor as being most superior to themselves on the trait adjectives rated his teaching performance higher than the 34 who perceived him as being more similar to themselves. The findings suggest a halo effect in student ratings of instructor performance.

scholarly journals The thinking styles of the university teacher

2019 ◽  
Vol 10 (1) ◽  
pp. 125-148
Author(s):  
Linoel De Jesús Leal Ordóñez ◽  
Antonio Carlos Do Nascimento Osorio
Keyword(s):  
Key Words ◽  
University Education ◽  
Thinking Styles ◽  
Teaching Performance ◽  
Classroom Performance ◽  
Classroom Organization ◽  
University Teachers ◽  
Pedagogical Training ◽  
The University

This research is framed in the teachers’ thinking paradigm, oriented to understand the thinking styles of the university teacher from two out of the five cognitive and behavioral expressions in Sternberg’s thinking styles theory: the function inside the classroom and the level of classroom performance. The epistemological approach was the empirical-inductive, framed in the logic positivism tradition, with the case study as methodology. A 24-reactives likert-based scale was applied to 40 teachers of the Education career from Francisco de Miranda University (UNEFM). The results evidenced a mediational thinking style, based on cognitive and constructivism-based teaching procedures, democratic patterns for classroom organization, as well as a permanent process of reflection that informs teachers about what and how to improve while teaching. These results can help to optimize teaching performance, as well as to design pedagogical training processes more focused and based on mediational pedagogies that lead to better learning. KEY WORDS: Thinking styles, university teachers, pedagogy, mediational pedagogies, university education.

scholarly journals A University Teachers’ Teaching Performance Evaluation Method Based on Type-II Fuzzy Sets

Mathematics ◽  
2021 ◽  
Vol 9 (17) ◽  
pp. 2126
Author(s):  
Xixia Sun ◽  
Chao Cai ◽  
Su Pan ◽  
Nan Bao ◽  
Ning Liu
Keyword(s):  
Performance Evaluation ◽  
Fuzzy Sets ◽  
Evaluation Method ◽  
Weighted Average ◽  
Indicator System ◽  
Teaching Performance ◽  
Type I ◽  
Type Ii ◽  
University Teachers ◽  
Performance Evaluation Method

This paper proposes a university teachers’ teaching performance evaluation method based on type-II fuzzy sets (T2 FSs), which solves the problems of fuzziness, complexity and uncertainty in teaching performance evaluation. Firstly, the evaluation indicator system is constructed from the aspects of teaching attitude, teaching contents, teaching professionalism, teaching methods and teaching effects. Then, T2 FSs theory and the perceptual computing method are introduced to model subjective judgments and capture uncertainties, effectively handling higher levels of uncertainty in the evaluation process. Furthermore, the linguistic weighted average operator is applied as the computing with words engine to aggregate scores and weights of indicators, which effectively integrates the uncertain information in the input data into the final evaluation conclusion and guarantees the accuracy of the evaluation results. Finally, the effectiveness of the method of this study is evaluated by simulation experiments. The computational results demonstrate that it can capture more uncertain and complex information, and is more accurate and reliable than the type-I fuzzy sets method.

scholarly journals Inteligencia emocional, competencias y desempeño del docente universitario: Aplicando la técnica mínimos cuadrados parciales SEM-PLS

2020 ◽  
Vol 23 (3) ◽  
Author(s):  
Edwin Hernan Ramirez Asis ◽  
Marcos Rosamel Espinoza Maguiña ◽  
Santos Miguel Esquivel infantes ◽  
Miguel Edmundo Naranjo Toro
Keyword(s):  
Emotional Intelligence ◽  
Structural Equation ◽  
Simple Random Sampling ◽  
Equation Model ◽  
Teaching Performance ◽  
Strong Impact ◽  
Path Modeling ◽  
University Teachers ◽  
Teacher Skills ◽  
And Control

La relevancia de las emociones en la enseñanza es ahora un aspecto ampliamente estudiado, aunque se está deliberando sobre la forma en que los docentes pueden identificar, regular y controlar sus emociones, el estudio propone cómo se puede incorporar la inteligencia emocional en la enseñanza mediante las competencias para lograr un mejor desempeño docente. Se utilizó la técnica de la encuesta recopilando datos de 244 docentes universitarios a través de un cuestionario mediante el muestreo aleatorio simple. Los datos se han analizado mediante el modelado de ruta utilizando el enfoque de mínimos cuadrados parciales (PLS) del modelo de ecuaciones estructurales SEM con el software SmartPLS 3.3.0, los hallazgos revelaron que el modelo tiene un impacto significativo en el desempeño docente, los coeficientes de determinación fueron; habilidades del docente (r2=0.703) actitud del docente (r2=0.661), conocimientos del docente (r2=0.648) y para el desempeño del docente (r2=0.733). con un error cuadrático medio de aproximación (SRMR) de 0.056 que hace relevante el modelo confirmatorio. Por lo tanto, se demostró estadísticamente que la inteligencia emocional tiene un fuerte impacto en las competencias de los docentes, lo que a su vez contribuye en el desempeño del docente universitario. The relevance of emotions in teaching is now a widely studied aspect, although the way in which teachers can carry out, regulate and control their emotions is being discussed, the study proposes how emotional intelligence can be incorporated into teaching through the competences to achieve better teaching performance. The survey technique was used, collecting data from 244 university teachers through a questionnaire using simple random sampling. The data has been analyzed using partial least squares path modeling (PLS), approach of the SEM structural equation model with the SmartPLS 3.3.0 software, the findings revealed that the model has a significant impact on teaching performance, the determination coefficients were; teacher skills (r2 = 0.703) teacher attitude (r2 = 0.661), teacher knowledge (r2 = 0.648) and for teacher performance (r2 = 0.733). with a root mean square error of approximation (SRMR) of 0.056 that makes the confirmatory model relevant. Therefore, it was statistically demonstrated that emotional intelligence has a strong impact on teachers' competences, which in turn contributes to the professor performance.

scholarly journals TEACHERS PERCEPTION ABOUT PROCESS OF TEACHER EVALUATION: A CASE STUDY OF A PRIVATE UNIVERSITY OF LAHORE

2021 ◽  
Vol 37 (03) ◽  
pp. 350-362
Author(s):  
Shahid Rafiq ◽  
Shahzada Qaisar
Keyword(s):  
Teacher Evaluation ◽  
Evaluation Process ◽  
Private University ◽  
Simple Random Sampling ◽  
Faculty Members ◽  
Teaching Performance ◽  
Survey Questionnaire ◽  
Major Premise ◽  
University Teachers

The major premise of this research was to get the perception of university teachers about the process of teacher evaluation in one private university in Lahore. Focusing on the actual practices of teacher evaluation process (TEP), this paper attempts to get opinion of university teachers regarding the effectiveness of TEP. This research was quantitative in its nature in which a survey questionnaire was used to collect data. The population of the study included all the faculty members (both male and female) of the private sector university in Lahore. 150 faculty members were selected through simple random sampling from all faculties/departments of the sampled university. The data was analyzed on SPSS 21. Results were drawn from the interpretation of quantitative data. Results indicated that university teachers had very positive perceptions of the teacher evaluation process. The process of the teacher evaluation contributes to teachers teaching performance a lot.

scholarly journals Interaction among experience, teaching performance and student's learning at university level

2013 ◽  
Vol 30 (2) ◽  
pp. 169-176
Author(s):  
Ana Borgobello ◽  
Nadia Soledad Peralta ◽  
Néstor Daniel Roselli
Keyword(s):  
Experienced Teachers ◽  
Teaching Performance ◽  
Specific Class ◽  
Source Text ◽  
University Teachers ◽  
Self Evaluation ◽  
Experience Teaching ◽  
Post Test ◽  
University Level ◽  
Different Levels

This experimental study approaches characteristics of three university teachers' classes with different levels of experience. According to the literature, experienced teachers more often than not are adaptable to different contexts. However, novice teachers are usually focused on specific class contents to be evaluated. Three teachers were selected, a Professor, and two Assistants (a university level one and an undergraduate). We gave them a source text to teach 10 students each one. After that, students' knowledge was evaluated with a post-test and a self-evaluation. The characteristics of the three classes were evaluated by external judges and the students themselves. Moreover, theme and sequential submission analyses following the source text were made. Results show differences in each of the analyzed aspects according to the literature.

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