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Student and faculty perceptions of student course evaluations, teacher effectiveness and faculty development.

机译：学生和教职员工对学生的课程评价，老师的效能和教师发展的看法。

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摘要

Although student evaluation data were regularly reviewed by faculty members and administrators at Southern Private Christian University (SPCU), the data had not been analyzed for overall trends in student satisfaction and teacher effectiveness, nor was it clear how the student ratings were affected by course method of delivery and adjunct or full-time faculty status. Undergraduate students' course evaluation ratings were analyzed using data gathered from both the university's survey and from a survey created by the researchers to determine whether student perceptions of course satisfaction and teacher effectiveness were impacted by method of course delivery and the type of faculty member. This study utilized a mixed methods approach with a statistical analysis of student course evaluation data as well as a qualitative analysis of personal and group interviews from students and faculty members at SPCU. An analysis of the SPCU student evaluation data revealed no statistically significant difference in student perceptions of course satisfaction and teacher effectiveness based on course method of delivery and faculty status. An analysis of the researcher-created student survey did show there was a statistically significant difference between teacher effectiveness with respect to mode of instruction and type of faculty. The qualitative data highlighted faculty and administration concerns with the reliability of the results of the student course evaluations as well as varying perceptions of how the data was utilized regarding faculty development and employment related decisions. It was concluded that SPCU should engage in a reevaluation of the content and implementation of its course evaluation procedures as well as develop a cohesive policy that is communicated at all levels of the institution as to the utilization of the course evaluation data. Recommendations for faculty development efforts were also made based on best practices revealed in the literature review.
机译：虽然南部私立基督教大学（SPCU）的教职员工和管理人员定期审查学生评估数据，但尚未对学生满意度和教师效能的总体趋势进行分析，也不清楚课程方法如何影响学生评级授课和兼职或全职教师的身份。使用从大学调查和研究人员创建的调查中收集的数据对本科生的课程评价等级进行了分析，以确定学生对课程满意度和教师效能的看法是否受课程提供方式和教职人员类型的影响。这项研究采用了混合方法，对学生课程评估数据进行了统计分析，并对来自SPCU学生和教职员工的个人和小组访谈进行了定性分析。对SPCU学生评估数据的分析显示，基于课程的授课方式和教师状况，学生对课程满意度和教师效能的看法在统计学上没有显着差异。一项由研究人员创建的学生调查的分析确实显示，在教学模式和教师类型方面，教师的有效性在统计学上有显着差异。定性数据突出了教师和行政管理部门对学生课程评估结果的可靠性以及对如何利用数据进行有关教师发展和与就业相关的决策的不同看法。得出的结论是，SPCU应该重新评估其课程评估程序的内容和执行情况，并制定一项凝聚政策，在机构的各个层面上就课程评估数据的使用进行沟通。还根据文献综述中揭示的最佳实践对教师发展工作提出了建议。

著录项

  • 作者

    Wallace, Bryan Kent.;

  • 作者单位

    Lipscomb University.;

  • 授予单位 Lipscomb University.;
  • 学科 Educational administration.;Educational leadership.;Educational evaluation.
  • 学位 Ed.D.
  • 年度 2014
  • 页码 178 p.
  • 总页数 178
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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