scholarly journals Student Evaluations of Teaching: Is There a Relationship between Student Feedback on Teaching and the Student Final Grade?

2019 ◽  
Vol 2 (3) ◽  
pp. p124
Author(s):  
Darren Pullen ◽  
Steven Collette ◽  
Loan Dao ◽  
J - F
Keyword(s):  
Higher Education ◽  
Postgraduate Education ◽  
Student Evaluations ◽  
Student Feedback ◽  
Current Debate ◽  
Student Evaluations Of Teaching ◽  
Final Grade ◽  
Student Enrolment ◽  
A Current

The use of Student Evaluations of Teaching (SET) has become widespread practice in higher education despite inconclusive evidence reported in the literature around its validity. Not surprisingly, the question of the validity of SET continues to be a current debate in higher education, pointing to more research to be conducted in this area. The current study contributes to broadening knowledge and understanding on the validity of SET by drawing on an online unit evaluation completed by students (n=2430 out of total student enrolment of N=7757) in one university across three postgraduate education programs over a two-year period, to determine whether there is a relationship between student feedback on teaching and student final unit grade. Findings revealed that students who achieved very high or very low final unit grades did not participate in the SET, while students who achieved Pass or Credit grades partook in the SET, thus providing feedback. This indicates that teaching and evaluating staff need to be aware that a large subset of their students that are not providing feedback to staff to improve the quality of their courses.

scholarly journals Qualitative Analysis of Students’ Evaluations – The Case of the South East European University (SEEU) in North Macedonia

SEEU Review ◽  
2020 ◽  
Vol 15 (2) ◽  
pp. 2-20
Author(s):  
Irena Gjerasimovska ◽  
Abdylmenaf Bexheti ◽  
Veronika Kareva ◽  
Gadaf Rexhepi
Keyword(s):  
Higher Education ◽  
Student Evaluations ◽  
Current Debate ◽  
The South ◽  
Student Evaluations Of Teaching ◽  
Data Set ◽  
East European ◽  
Highly Sensitive ◽  
European University ◽  
A Current

Abstract The use of student evaluations of teaching (SET) has become a widespread practice in higher education despite inconclusive evidence reported in the literature around its validity. Not surprisingly, the question of the validity of SET continues to be a current debate in higher education, pointing to the need for more research in this area. This paper is a part of a larger scale study, which aims to contribute to broadening the knowledge and understanding of SET validity by analysing the process within the South East European University (SEEU) in North Macedonia in order to determine whether student evaluations are objective and critical. A likert scale questionnaire, containing 9 questions, was designed for the purpose of the analysis. The questionnaire was sent to all students from the five (5) Faculties: Business and Economics, Law, Contemporary Sciences and Technologies, Contemporary Social Sciences and Faculty of Languages, Cultures and Communications, in both campuses, Tetovo and Skopje. Three hundred and thirty three (333) students participated in the survey. Statistical Package for Social Science (SPSS) was used for analysing the results. Findings revealed that the information students received about the reputation, experience and qualifications of the professors had the highest influence on their perceptions, which in turn influenced the evaluations. As an addition, the present paper also compares two methods on a data set of actual SET. For illustrative purposes, only data from one faculty have been analysed. It is shown that the traditional method of considering the average values can misrepresent a teacher’s performance as it can be highly sensitive to any extreme grades, being either very positive or very negative.

The Ethics Of Setting Course Expectations To Manipulate Student Evaluations Of Teaching Effectiveness In Higher Education: An Examination Of The Ethical Dilemmas Created By The Use Of SETEs And A Proposal For Further Study And Analysis

2011 ◽  
Vol 2 (3) ◽  
pp. 7
Author(s):  
Catherine S. Neal ◽  
Teressa Elliott
Keyword(s):  
Higher Education ◽  
Teaching Effectiveness ◽  
Ethical Issues ◽  
Student Evaluations ◽  
Faculty Members ◽  
Student Evaluations Of Teaching ◽  
Ethical Problems ◽  
Course Rigor ◽  
Overall Evaluation ◽  
Attendance Policies

Because student evaluations of teaching effectiveness (SETEs) are an important and widely used tool used in the evaluation and reward systems for faculty members in higher education, a discussion and analysis of the ethical problems that may arise as a result of the conflict created by expectations of performance is provided.  This discussion specifically focuses on ethical issues related to setting course expectations and attendance policies to manipulate students’ perceptions of course rigor and the overall evaluation of the course and the instructor.

scholarly journals Higher Education Instructors’ Usage of and Learning From Student Evaluations of Teaching – Do Achievement Goals Matter?

2021 ◽  
Vol 12 ◽  
Author(s):  
Julia Hein ◽  
Stefan Janke ◽  
Raven Rinas ◽  
Martin Daumiller ◽  
Markus Dresel ◽  
...  
Keyword(s):  
Higher Education ◽  
Achievement Goals ◽  
Structural Equation ◽  
Online Survey ◽  
Student Evaluations ◽  
Equation Modeling ◽  
Student Evaluations Of Teaching ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Avoidance Goals

Identifying what motivates and hinders higher education instructors in their self-regulated learning from student evaluations of teaching (SETs) is important for improving future teaching and facilitating student learning. According to models of self-regulated learning, we propose a model for the usage of SETs as a learning situation. In a longitudinal study, we investigate the associations between achievement goals and the usage of and learning from SETs in the context of higher education. In total, 407 higher education instructors (46.4% female; 38.60 years on average) with teaching commitments in Germany or Austria reported their achievement goals in an online survey. Out of these participants, 152 instructors voluntarily conducted SET(s) and subsequently reported their intentions to act on the feedback and improve future teaching in a short survey. Using structural equation modeling, we found, in line with our hypotheses, that learning avoidance, appearance approach, and appearance avoidance goals predicted whether instructors voluntarily conducted SET(s). As expected, learning approach and (avoidance) goals were positively associated with intentions to act on received SET-results and improve future teaching. These findings support our hypotheses, are in line with assumptions of self-regulated learning models, and highlight the importance of achievement goals for instructors’ voluntary usage of and intended learning from SET(s). To facilitate instructors’ learning from SET-results, our study constitutes a first step for future intervention studies to build on. Future researchers and practitioners might support instructors’ professional learning by encouraging them to reflect on their SET-results.

Teaching Large Classes

2021 ◽  
pp. 784-799
Author(s):  
Japhet E. Lawrence
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Large Class ◽  
Large Classes ◽  
Daunting Task ◽  
Class Environment ◽  
Student Enrolment ◽  
Daunting Challenge ◽  
Assessment Strategies

Higher education around the world are experiencing significant growth in student enrolment, as a result, educators face the daunting challenge of teaching larger classes, while improving the quality of instruction and subsequent value delivered to students. Large class can become a daunting task to any teacher who has never taught a large class before and teaching a large group of students can be intimidating for both students and lecturers. The purpose of this article is to identify effective teaching and assessment strategies to address the challenges of teaching in large class environment. It focusses on the idea of student engagement as a strategy to address the challenges faced by large class learning environments. By focusing on student engagement and adapting teaching and assessment strategies to promote critical thinking, it is possible to overcome the challenges posed by large class environments into opportunities for effective student learning. The study provides valuable direction for faculty faced with teaching and supporting large-class environments in higher education.

Student Feedback Process in Enhancement of Quality of Higher Education

2014 ◽  
pp. 189-207
Author(s):  
Jukka Ojasalo
Keyword(s):  
Higher Education ◽  
Process Model ◽  
Model Development ◽  
Student Feedback ◽  
Combined Processes ◽  
Extensive Literature ◽  
Feedback Process ◽  
Parallel Processes ◽  
Quality Of Higher Education

The purpose of this chapter is to increase knowledge of using student feedback in the quality management of higher education. While the literature includes plenty of theories and discussion on the nature of quality, student feedback, and higher education, very few studies have approached student feedback utilization in terms of two parallel processes: universities' and students' processes. However, there is a clear need for such approaches, since university is the service provider and students are the customers. Understanding both sides and both processes gives a new and relevant perspective to this phenomenon. This chapter contributes to the literature by proposing a conceptual process model of using student feedback in the quality enhancement of higher education. The model illustrates two parallel combined processes and their actions: universities' processes and students' processes. The method and model development of this chapter is based on an extensive literature analysis.

Navigating Teaching Evaluations

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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