Preliminary Evidence On The Relation Between Mid-Semester Instructor Feedback And Students Perceptions Of Class And Instructor Variables (original) (raw)

Effect of Teacher, Students, and Class Characteristics on the Evaluation of College Instructors

1976

This study vas conducted to determine if student evaluations of faculty are affected by the characteristics of the teacher, the student, and the class. Each instructor was asked to answer questions indicating personal warmth, professorial rank, years of teaching experience, sex, and class size. Students were asked to. complete the Instructional Improvement Questionnaire (IIQ).. The twenty questions on the IIQ that directly evaluate instructor performance were analyzed. Only the results for the first set of canonical functions are presented. An instructor who received high scores on this canonical function would be rated as encouraging etudint participation in the course, Mioviii § iii-ihtefiat ill students, !moving when students understood her/him, available to students, increasing appreciation for the course, and accepting criticism and suggestions. The classes that received high values on this function were small in size, were taught by instructors who rated themselves as warm, and had students that expected high grades.

Effect of teacher, student, and class characteristics on the evaluation of college instructors

Journal of Educational Psychology, 1978

This study vas conducted to determine if student evaluations of faculty are affected by the characteristics of the teacher, the student, and the class. Each instructor was asked to answer questions indicating personal warmth, professorial rank, years of teaching experience, sex, and class size. Students were asked to. complete the Instructional Improvement Questionnaire (IIQ).. The twenty questions on the IIQ that directly evaluate instructor performance were analyzed. Only the results for the first set of canonical functions are presented. An instructor who received high scores on this canonical function would be rated as encouraging etudint participation in the course, Mioviii § iii-ihtefiat ill students, !moving when students understood her/him, available to students, increasing appreciation for the course, and accepting criticism and suggestions. The classes that received high values on this function were small in size, were taught by instructors who rated themselves as warm, and had students that expected high grades. (Author)

Relationships among student evaluations, instructor effectiveness, and academic performance

Pharmacy Education, 2006

This study was conducted to evaluate the relationships among students' grade expectations, students' actual grades, and students' evaluations of instructors. A total of 5399 individual student evaluations from 138 course offerings that were taught over four successive academic years were compiled and analyzed. The evaluation instrument included questions pertaining to course-and instructor-related items, as well as a question inquiring about the grade the student expected to receive in the course. Students' grades (expected and actual) were significantly correlated with the mean instructor evaluation score (p , 0.01 for both correlations). Also, there was a strong positive correlation (r ¼ 0.916) between the mean course evaluation score and the mean instructor evaluation score (p , 0.01). Based on the results in this study, students' expected and actual course grades appear to be an influential factor in how they evaluate instructors. Additionally, the ability of students to discriminate between course evaluations and instructor evaluations is suspect.

Regular Feedback from Student Ratings of Instruction: Do College Teachers Improve their Ratings in the Long Run?

Instructional Science, 2007

The authors examined whether feedback from student ratings of instruction not augmented with consultation helps college teachers to improve their student ratings on a long-term basis. The study reported was conducted in an institution where no previous teaching-effectiveness evaluations had taken place. At the end of each of four consecutive semesters, student ratings were assessed and teachers were provided with feedback. Data from 3122 questionnaires evaluating 12 teachers were analyzed using polynomial and piecewise random coefficient models. Results revealed that student ratings increased from the no-feedback baseline semester to the second semester and then gradually decreased from the second to the fourth semester, although feedback was provided after each semester. The findings suggest that student ratings not augmented with consultation are far less effective than typically assumed when considered from a long-term perspective.

Major factors affecting students’ perception towards faculty evaluation of teaching (SET)

Journal of Social Studies Education Research, 2017

Gathering students’ feedback and evaluation during the end of every semester is believed to be valuable for instructors’ growth and development. The present study is aimed to find out the validity of students’ responses and the various factors involved in their rating towards faculty. A total of 250 students from 1st to 4th year of Abu Dhabi University participated in this study. Students from all the disciplines had participated in this study which included both male and female students. The study also focused on other covariates like gender, age, specializations, and student GPA to have any relation with their rating towards professors. Pearson’s correlation analysis and multiple regression analysis were employed to understand the various factors impacting students’ perception of their instructors. The results revealed that gender, age, student GPA, and instructors’ nationality had a positive effect on students’ evaluation of the instructor.

A study of the validity of four types of student ratings of college teaching assessed on a criterion of student achievement gains

Research in Higher Education, 1976

The purpose of the study was to investigate relationships between student ratings of college teaching using four types of student rating instruments and pre-vs. poststudent achievement gains in 36 sections of an undergraduate analytic geometry and calculus course. Student rating instruments used varied according to type of items (high vs. low inference) and focus (students rating their own perceived growth vs. rating the instructor). Data were collected on 799 students (66% freshmen; 16% sophomore; and 15%juniors) at the University of Florida, and relationships were analyzed using the Pearson product~moment correlation technique. Significant relationships were not found between student ratings and student achievement.

Effects of mid-term student evaluations of teaching as measured by end-of-term evaluations

Universities have varying policies on how and when to perform student evaluations of courses and teachers. More empirical evidence of the consequences of such policies on quality enhancement of teaching and learning is needed. A study (35 courses at the Technical University of Denmark) was performed to illustrate the effects caused by different handling of mid-term course evaluations on student’s satisfaction as measured by end-of-term evaluations. Midterm and end-of-term course evaluations were carried out in all courses. Half of the courses were allowed access to the midterm results. The evaluations generally showed positive improvements over the semester for courses with access, and negative improvements for those without access. Improvements related to: Student learning, student satisfaction, teaching activities, and communication showed statistically significant average differences of 0.1-0.2 points between the two groups. These differences are relatively large compared to the ...

Contaminating Factors in University Students' Evaluation of Instructors

The present study seeks to determine the variables explaining differences between the scores of student ratings given to instructors within the context of the university through discriminant analysis. Ratings given by students were grouped into two groups based on their means and instructors were labeled as low-rated and high-rated. Predictors identified by discriminant analysis are (i) class size, (ii) credit, (iii) grade level, (iv) mean grade, and (v) number of sections. Results of the study suggested that low rated instructors are those who teach courses with smaller number of students, lower credits, higher grade levels, higher mean grades, and one section. Identification of source of differences between ratings may provide invaluable information for those who are interested in assessment of instructional effectiveness.

The utility of student ratings of instruction for students, faculty, and administrators: A" consequential validity" study

Canadian Journal of …, 2005

Students, faculty and administrators at a major Canadian university were surveyed to investigate the utility or "consequential validity" of student ratings of instructors. Of the 1,229 (approximately equal number of males and females) students and alumni, about half (52%) indicated that they had never used the ratings, but of those who did use it, many (47%) reported using it several times to select courses and/or instructors. The majority (84%) of faculty members (n = 357) gave favorable responses about the usefulness of student ratings for improving quality of teaching. Paradoxically, even though faculty members were positive about the student ratings, they did not generally use them to make changes in their teaching. The majority (87%) of administrators (n = 52) stated that they use the student ratings for various purposes including decisions about faculty merit and tenure. Students, faculty and administrators considered the overall course instruction to be the most useful type of information derived from the student ratings. The results of the present study indicate that while the utility of data from student ratings of instructors is quite variable, there is evidence of "consequential validity" particularly from administrators.

Can Faculty Change Initial Impressions on Student Evaluations of Teaching?

2008

Expectations of a course and instructor are formed prior to engagement in the course which affect learning. By understanding the factors that are involved in setting these expectations, instruction and student learning may be improved. This paper seeks to determine if student expectations set the basis for course and instructor appraisal and what factors affect these expectations or changes from expectations. Results indicate that while instructor appraisal does not change over the course of the semester, variables related to instructor appraisal do change. How worthwhile students view the course can also positively or negatively impact overall course appraisal.