A Note on the Evaluation of Teaching Performance

J. THOMSON

doi:10.1108/eb009658

Evaluación del desempeño docente en la Preparatoria 1 de la UAGro / Evaluation of teaching performance in UAGro High School 1

RIDE Revista Iberoamericana para la Investigación y el Desarrollo Educativo ◽

10.23913/ride.v8i15.314 ◽

2017 ◽

Vol 8 (15) ◽

pp. 636-660

Author(s):

Delia Faustina Albarrán Millán ◽

Lucía Esmeralda Alarcón Albarrán

Keyword(s):

High School ◽

Teaching Performance ◽

Evaluation Of Teaching

La investigación muestra los resultados de la evaluación del desempeño docente desde el enfoque por competencia, partiendo del análisis de los diferentes referentes teóricos acerca de las competencias que debe tener el profesor. El propósito de nuestro estudio fue profundizar en la identificación de aquellas competencias relacionadas con el desempeño docente. Para ello se realizó un estudio descriptivo transversal con un enfoque cuantitativo en una muestra de 176 alumnos. La metodología de investigación fue de tipo cuantitativa, fundamentalmente descriptiva. En su mayoría, los profesores evaluados por los estudiantes no fueron aprobados en su desempeño.

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Evaluation of Teaching Performance in the Context of Emergency Remote Teaching

10.1109/shircon53068.2021.9652217 ◽

2021 ◽

Author(s):

Gustavo Villar-Mayuntupa ◽

Fernando Alvarado-Rojas ◽

Ivan Iraola-Real

Keyword(s):

Teaching Performance ◽

Evaluation Of Teaching

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Redesign of the System for Evaluation of Teaching Qualities in Anesthesiology Residency Training (SETQ Smart)

Anesthesiology ◽

10.1097/aln.0000000000001341 ◽

2016 ◽

Vol 125 (5) ◽

pp. 1056-1065 ◽

Cited By ~ 4

Author(s):

Kiki M. J. M. H. Lombarts ◽

Andrew Ferguson ◽

Markus W. Hollmann ◽

Bente Malling ◽

Onyebuchi A. Arah ◽

...

Keyword(s):

Residency Training ◽

Clinical Teaching ◽

Teaching Performance ◽

Self Evaluation ◽

Faculty Teaching ◽

Multicenter Survey ◽

Scale Scores ◽

Global Ratings ◽

Evaluation Of Teaching ◽

Generalizability Analysis

Abstract Background Given the increasing international recognition of clinical teaching as a competency and regulation of residency training, evaluation of anesthesiology faculty teaching is needed. The System for Evaluating Teaching Qualities (SETQ) Smart questionnaires were developed for assessing teaching performance of faculty in residency training programs in different countries. This study investigated (1) the structure, (2) the psychometric qualities of the new tools, and (3) the number of residents’ evaluations needed per anesthesiology faculty to use the instruments reliably. Methods Two SETQ Smart questionnaires—for faculty self-evaluation and for resident evaluation of faculty—were developed. A multicenter survey was conducted among 399 anesthesiology faculty and 430 residents in six countries. Statistical analyses included exploratory factor analysis, reliability analysis using Cronbach α, item-total scale correlations, interscale correlations, comparison of composite scales to global ratings, and generalizability analysis to assess residents’ evaluations needed per faculty. Results In total, 240 residents completed 1,622 evaluations of 247 faculty. The SETQ Smart questionnaires revealed six teaching qualities consisting of 25 items. Cronbach α’s were very high (greater than 0.95) for the overall SETQ Smart questionnaires and high (greater than 0.80) for the separate teaching qualities. Interscale correlations were all within the acceptable range of moderate correlation. Overall, questionnaire and scale scores correlated moderately to highly with the global ratings. For reliable feedback to individual faculty, three to five resident evaluations are needed. Conclusions The first internationally piloted questionnaires for evaluating individual anesthesiology faculty teaching performance can be reliably, validly, and feasibly used for formative purposes in residency training.

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