scholarly journals Developing a Teacher Evaluation Instrument to Provide Formative Feedback Using Student Ratings of Teaching Acts

2015 ◽  
Vol 34 (3) ◽  
pp. 18-27 ◽  
Author(s):  
Rikkert M. van der Lans ◽  
Wim J.C.M. van de Grift ◽  
Klaas van Veen
Keyword(s):  
Teacher Evaluation ◽  
Student Ratings ◽  
Formative Feedback ◽  
Evaluation Instrument ◽  
Student Ratings Of Teaching

scholarly journals Role of Student Ratings of Lecturers in Enhancing teaching at Higher Education Institutions: A case study of the Durban University of Technology

2013 ◽  
Vol 5 (5) ◽  
pp. 268-281
Author(s):  
N. Dorasamy
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Student Ratings ◽  
Assessment Instrument ◽  
Evaluation Instrument ◽  
Teaching Competencies ◽  
Learning And Teaching ◽  
University Of Technology ◽  
Student Ratings Of Teaching

Evaluation of the quality of programmes by students is considered an important assessment instrument in determining programme effectiveness within higher education institutions. Student ratings of lecturers are only a partial assessment of programmes, since other evaluations beyond students’ perceptions are also considered important within higher education institutions. Student ratings are not only important in determining how students perceive their programmes within a highly competitive higher education landscape in South Africa, but also highlight the strengths and weaknesses of programmes which can be used as an impetus for programme enhancement, especially in view of the increasing number of students entering higher education, while government spending is steadily diminishing. The purpose of this study is to assess student ratings of teaching competencies that can be used for programme evaluation. A quantitative approach was used to analyse the various elements within specific domains in the lecturer evaluation instrument used by the Faculty of Management Sciences at the Durban University of Technology (DUT). The data reported are suggestive of the usefulness of identifying student ratings of important teaching competencies, which is considered as important in a growing student centred orientation within higher education institutions. The article offers constructive analysis of student ratings of various teaching competencies across departments in the faculty, while highlighting strategies to ensure enhanced validity of student ratings. Student ratings of lecturers provide valuable information for faculty to use in programme assessment and consequent programme enhancement. Further, student ratings of lecturers encourages a student’s voice through confidential participation, thereby ensuring that the student experience is fore grounded at the learning and teaching interface.

scholarly journals Student Ratings of Teaching Effectiveness: Student Engagement and Course Characteristics

2010 ◽  
Vol 39 (1) ◽  
Author(s):  
Tanya Beran ◽  
Claudio Violato
Keyword(s):  
Student Engagement ◽  
Latent Variable ◽  
Teaching Effectiveness ◽  
Student Ratings ◽  
Path Model ◽  
Course Characteristics ◽  
Student Ratings Of Instruction ◽  
Fit Index ◽  
Student Ratings Of Teaching ◽  
Latent Variable Path

Characteristics of university courses and student engagement were examined in relation to student ratings of instruction. The Universal Student Ratings of Instruction instrument was administered to students at the end of every course at a major Canadian university over a three-year period. Using a two-step analytic procedure, a latent variable path model was created. The model showed a moderate fit to the data (Comparative Fit Index = .88), converged in _0 iterations, with a standardized residual mean error of .03, χ2 (_49) = _988.59, p < .05. The model indicated that course characteristics such as status and description are not directly related to student ratings. Rather, they are mediated by student engagement, which is measured by student attendance and expected grade. It was concluded that, although the model is statistically adequate, many other factors determine how students rate their instructors.  

Can Student Ratings of Teaching be Predicted by Teaching Styles?

2010 ◽  
Vol 106 (2) ◽  
pp. 501-512 ◽  
Author(s):  
Guo-Hai Chen ◽  
David Watkins
Keyword(s):  
Teaching Style ◽  
Teaching Styles ◽  
Student Ratings ◽  
The Other ◽  
Moderating Effects ◽  
Chinese University ◽  
Evaluation Scores ◽  
Student Ratings Of Teaching ◽  
The Relationship

The relationship between teaching styles and student ratings of teaching was examined at a Chinese university. 388 teachers (170 men, 218 women) were invited to fill out the 49-item Teaching Styles Inventory (Grigorenko & Sternberg, 1993). The inventory measures seven teaching styles: legislative, judicial, liberal, global, executive, conservative, and local. Scores from students' evaluations of teaching of courses for one semester were collected. Students' evaluation scores were significantly and negatively related to executive and conservative teaching styles of their teachers, while no significant correlation was found between student ratings and any of the other five teaching styles. Only conservative teaching style contributed significantly to the prediction of student ratings. Sex and age were found to have moderating effects on the relationship between teaching style and student ratings. The role of teaching styles in student ratings was discussed.

A path analysis of factors often found to be related to student ratings of teaching effectiveness

1979 ◽  
Vol 11 (2) ◽  
pp. 111-123 ◽  
Author(s):  
Stephen A. Stumpf ◽  
Richard D. Freedman ◽  
Joseph C. Aguanno
Keyword(s):  
Path Analysis ◽  
Teaching Effectiveness ◽  
Student Ratings ◽  
Student Ratings Of Teaching
Sign in / Sign up

Export Citation Format

Share Document