Teaching Evaluations:  Perceptions Of Students And Faculty

This study conducts a survey of students and faculty at a business school on critical issues regarding student evaluations of teaching and identifies several significant differences between their perceptions. Students agreed more strongly than faculty that evaluations are higher in courses where the instructor teaches effectively and students learn more. Students also agreed more than faculty that they give higher evaluations for more challenging courses and for courses requiring an above-average amount of work. Unlike students, faculty agreed that students give higher evaluations in courses where they expect to earn a higher grade than they deserve.

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Navigating Teaching Evaluations

Navigating Post-Doctoral Career Placement, Research, and Professionalism - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-5065-6.ch008 ◽

2021 ◽

pp. 157-184

Author(s):

Meredith A. Rausch ◽

Laura L. Gallo

Keyword(s):

Effective Teaching ◽

Peer Feedback ◽

Student Evaluations ◽

Student Feedback ◽

New Faculty ◽

Student Evaluations Of Teaching ◽

Teaching Evaluations ◽

Promotion And Tenure ◽

Performance Reviews ◽

Tenure Process

The number of articles mentioning student evaluations of teaching is in the thousands, with research pointing to the positive and negative aspects of these evaluative measures. The use of the collected data from both students and peers may be used for merit raises, awards, yearly performance reviews, and the promotion and tenure process. Therefore, a new faculty must demonstrate effective teaching and their incorporation of student feedback in order to meet their institutional requirements. This chapter explores the basics of student evaluations of teaching, peer in-class observations, formative and summative purposes, and ways to utilize and cope with student and peer feedback regarding your teaching.

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Flipped pedagogy and student evaluations of teaching

Active Learning in Higher Education ◽

10.1177/1469787419855188 ◽

2019 ◽

pp. 146978741985518

Author(s):

Michelle L Samuel

Keyword(s):

Student Perceptions ◽

Flipped Classroom ◽

Student Evaluations ◽

Faculty Members ◽

Classroom Setting ◽

Student Evaluations Of Teaching ◽

Traditional Lecture ◽

Teaching Evaluations ◽

Subject Design ◽

Set Up

A common concern of faculty members is student evaluations of teaching scores. Many factors influence student evaluations of teaching including how the course is designed. This study investigated student evaluations of teaching across three pedagogical techniques: the traditional lecture (where lectures were not recorded), recorded lectures, and a flipped classroom model. A between-subject design was used over three semesters. Student evaluations of teaching showed that students rated the instructor significantly higher in a flipped classroom setting. Students also reported liking the course more using the flipped pedagogical technique. Since the flipped format improved both teaching evaluations and student perceptions of the class, this could be useful for instructors when they are deciding how to set up the format of their class.

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