scholarly journals Response Style Contamination of Student Evaluation Data

2009 ◽  
Vol 31 (2) ◽  
pp. 160-172 ◽  
Author(s):  
Sara Dolnicar ◽  
Bettina Grün
Keyword(s):  
Student Evaluation ◽  
Response Style ◽  
Evaluation Data

Learning Ethics the Hard Way: Facing the Ethics Committee

1998 ◽  
Vol 25 (1) ◽  
pp. 26-28 ◽  
Author(s):  
W. Brad Johnson ◽  
Rioh'det Corser
Keyword(s):  
Professional Ethics ◽  
Ethical Issues ◽  
Student Evaluation ◽  
Ethics Committee ◽  
Evaluation Data ◽  
Ethical Violations ◽  
Active Feedback ◽  
Formal Complaint ◽  
Teaching Professional

This article describes an approach to enhancing the value of case study material in teaching professional ethics in psychology. The mock committee approach involves a series of hearings convened fry students who rotate membership on a class ethics committee. Members of the class participate randomly as psychologists accused of various ethical violations. While the class observes, formal complaint hearings occur that result in official rulings and the setting of appropriate penalties and remedial requirements. The larger class then joins in active feedback and exchange with the committee to highlight and discuss salient ethical issues. We present and discuss student evaluation data for this technique and comment on the potential advantages of this teaching approach.

Specific Learning Disabilities Identification: Do the Identification Methods and Data Matter?

2019 ◽  
Vol 43 (2) ◽  
pp. 63-74 ◽  
Author(s):  
Kathrin E. Maki ◽  
Sarah R. Adams
Keyword(s):  
Learning Disabilities ◽  
School Psychologists ◽  
Test Scores ◽  
Student Evaluation ◽  
Specific Learning Disabilities ◽  
Background Information ◽  
Observation Data ◽  
Evaluation Data ◽  
Identification Methods ◽  
Specific Learning

Specific learning disabilities (SLD) identification has consistently been shown to be problematic; however, research has largely focused on SLD identification using test scores only. The present study, therefore, examined SLD identification decisions across identification methods and student evaluation data levels, including test scores, background information, and observations. Participants included 461 school psychologists who were randomly assigned to one of 12 conditions to make identification decisions. Results indicated that response to intervention (RtI) methods resulted in greater identification consistency than ability-achievement discrepancy while pattern of strengths and weaknesses (PSW) resulted in lower identification consistency than ability-achievement discrepancy. However, background information and observation data did not impact SLD identification consistency. Implications for practice and research are also discussed.

A Broader Role for Student Evaluation Data.

1980 ◽  
Vol 1980 (1) ◽  
pp. 86-89 ◽  
Author(s):  
Stephen A. Stumpf ◽  
Richard D. Freedman
Keyword(s):  
Student Evaluation ◽  
Evaluation Data

scholarly journals Peer assessment in musical performance: the development, trial and evaluation of a methodology for the Australian tertiary environment

2004 ◽  
Vol 21 (1) ◽  
pp. 89-110 ◽  
Author(s):  
Ryan Daniel
Keyword(s):  
Student Evaluation ◽  
Peer Assessment ◽  
Music Performance ◽  
Musical Performance ◽  
Evaluation Data ◽  
Music Student ◽  
Performance Context ◽  
Assessment Procedures ◽  
Academic Year

This article outlines the development and trial of peer assessment procedures for implementation within a music performance context in the Australian tertiary environment. An overview of the literature on peer assessment is presented, followed by reference to specific trials of peer assessment within a tertiary music student context. The paper then presents the rationale for and methodology applied in developing two forms of peer assessment of music performance, for trial across one academic year. Student evaluation data obtained via mid- and end-of-year questionnaires are analysed and discussed, as are implications for further research.

scholarly journals Ten Minutes of History: Activities for Promoting Learning About the History of Comparative Psychology

2020 ◽  
Vol 33 ◽  
Author(s):  
David A Washburn ◽  
G. Gracya Rudiman ◽  
J. Antonio Salamanca ◽  
Will Whitham
Keyword(s):  
Student Engagement ◽  
Active Learning ◽  
Student Evaluation ◽  
Comparative Psychology ◽  
Learning Outcome ◽  
History Of Psychology ◽  
Evaluation Data ◽  
Instructional Activities ◽  
Traditional Lectures ◽  
History Of

The history of psychology is fascinating, and replete with important content for students to learn. The scholars and events that highlight the history of comparative psychology is no less compelling. However, there are many challenges in teaching the field’s history in a way that is engaging, inclusive, and comprehensive. One strategy for addressing these issues is to develop and employ a library of student-generated electronic tutorials that allow the introduction of under-represented groups and under-discussed contributors. In the present paper, we report the effectiveness of this strategy compared to several other class activities. Learning-outcome and student-evaluation data indicate that information introduced exclusively in these “Ten Minute of History” e-tutorials and academic ancestry presentations is learned to degrees at least comparable to those topics and contributors discussed in traditional lectures and readings. Without contending that these instructional activities are either particularly novel or uniquely suited to this particular course, the data reported here are encouraging for instructors who are facing obstacles to active learning and student engagement in a stand-alone course on psychology’s history broadly, or comparative psychology more specifically.

Benchmarking for the effective use of student evaluation data

2015 ◽  
Vol 23 (1) ◽  
pp. 20-29 ◽  
Author(s):  
John Smithson ◽  
Melanie Birks ◽  
Glenn Harrison ◽  
Chenicheri Sid Nair ◽  
Marnie Hitchins
Keyword(s):  
Student Satisfaction ◽  
Performance Indicator ◽  
Student Evaluation ◽  
Traditional Approach ◽  
Student Feedback ◽  
Teaching Staff ◽  
Tertiary Sector ◽  
Traditional Use ◽  
Evaluation Data ◽  
Content Type

Purpose – The purpose of this paper is to examine current approaches to interpretation of student evaluation data and present an innovative approach to developing benchmark targets for the effective and efficient use of these data. Design/methodology/approach – This article discusses traditional approaches to gathering and using student feedback across the tertiary sector. The limitations of the customary use of the statistical mean as a quality measure of performance are presented and examined. An alternative method of interpreting student evaluation data is proposed and examples given. Findings – The traditional use of the statistical mean to interpret student evaluation data has limitations. Focusing on data at the macro level provides subject teaching staff and managers with a clearer indication of student satisfaction. The use of a percentage satisfied and percentage dissatisfied metric to classify and rank subjects is presented as an efficient alternative to the traditional approach, while recognising the value of the statistical mean to interpret data at the micro level. Originality/value – In light of the important role student feedback plays in determining university ranking, prioritising staff development and its potential function as an academic performance indicator, the effective interpretation of student evaluation data is critical. As economic factors become increasingly important to higher education providers, the role of evaluation data obtained from students will continue to gain traction. The identification of methods to fully capitalise on the value of these data, such as the one proposed in this article, is therefore crucial.

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