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Student evaluation of faculty instru...

Phillips, Sheri Blessing.

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Student evaluation of faculty instruction: Inflated results and student feedback.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Student evaluation of faculty instruction: Inflated results and student feedback./
作者:	Phillips, Sheri Blessing.
面頁冊數:	150 p.
附註:	Chairperson: Susan B. Twombly.
Contained By:	Dissertation Abstracts International60-05A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9931938
ISBN:	9780599319387

Student evaluation of faculty instruction: Inflated results and student feedback.
Phillips, Sheri Blessing.

Student evaluation of faculty instruction: Inflated results and student feedback. - 150 p.

Chairperson: Susan B. Twombly.

Thesis (Ph.D.)--University of Kansas, 1998.

The uses of and emphasis placed on student evaluation of instruction have greatly increased over the last 20 years in higher education. Although there is a considerable amount of research regarding student evaluation of instruction, the results are not always consistent. The major research questions were what issues do students consider when they give ratings on evaluations of faculty instruction and how are these issues related to unusually high evaluation results? The secondary research questions were what are the psychometric properties of an institutional evaluation of instruction survey and how are these related to high results?

ISBN: 9780599319387Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Student evaluation of faculty instruction: Inflated results and student feedback.
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245 1 0 $a Student evaluation of faculty instruction: Inflated results and student feedback.
300 $a 150 p.
500 $a Chairperson: Susan B. Twombly.
500 $a Source: Dissertation Abstracts International, Volume: 60-05, Section: A, page: 1478.
502 $a Thesis (Ph.D.)--University of Kansas, 1998.
520 $a The uses of and emphasis placed on student evaluation of instruction have greatly increased over the last 20 years in higher education. Although there is a considerable amount of research regarding student evaluation of instruction, the results are not always consistent. The major research questions were what issues do students consider when they give ratings on evaluations of faculty instruction and how are these issues related to unusually high evaluation results? The secondary research questions were what are the psychometric properties of an institutional evaluation of instruction survey and how are these related to high results?
520 $a The first part of the dissertation validated an institutional student evaluation of instruction instrument by using three years of previous data. The factor analysis of the evaluation instrument determined one overriding factor, general teaching effectiveness. Other results indicated high reliability, and evidence of validity, although several characteristics were shown to introduce bias, such as class size, course level, academic discipline, and reputation of the instructor (most influential). Halo error, an attribute that students consider across all items of the survey, was also found to influence the results.
520 $a The second part of the dissertation collected students' reports of the factors they considered when they completed an evaluation of instruction survey. Initially, a qualitative approach (interviews) was used to gather information to construct a questionnaire. The interviews demonstrated a halo effect (i.e. students' mentioned being generous). For this study, "what students consider" was defined as whether students considered (a) issues of teaching effectiveness, (b) general concepts of faculty, or (c) nothing at all. These three issues were used as the structure to develop a questionnaire. The halo factor on the questionnaire predicted high evaluation results but not beyond the main factor of teaching effectiveness, which was the most predictive.
520 $a This dissertation recommended, due to halo effect being demonstrated on parts of this research that results from evaluations only be used in a general way. Specifically, student evaluations should not be used to rank faculty regarding the quality of their instruction, but simply to give them informative feedback on how students see their instruction.
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