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A Comprehensive Critique of Student Evaluation of Teaching

Author: Dennis E. Clayson

Publisher: Routledge

Published: 2020-12-27

Total Pages: 162

ISBN-13: 1000281884

This thought-provoking volume offers comprehensive analysis of contemporary research and literature on student evaluation of teaching (SET) in Higher Education. In evaluating data from fields including education, psychology, engineering, science, and business, this volume critically engages with the assumption that SET is a reliable and valid measure of effective teaching. Clayson navigates a range of cultural, social, and era-related factors including gender, grades, personality, student honesty, and halo effects to consider how these may impact on the accuracy and impartiality of student evaluations. Ultimately, he posits a “popularity hypothesis”, asserting that above all, SET measures instructor likability. While controversial, the hypothesis powerfully and persuasively draws on extensive and divergent literature to offer new and salient insights regarding the growing and potentially misleading phenomenon of SET. This topical and transdisciplinary book will be of great interest to researchers, faculty, and administrators in the fields of higher education management, administration, teaching and learning.

A Comprehensive Critique of Student Evaluation of Teaching

Author: Dennis E. Clayson

Publisher: Routledge

Published: 2020-12-28

Total Pages: 175

ISBN-13: 1000281922

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Student Evaluation in Higher Education

Author: Stephen Darwin

Publisher: Springer

Published: 2016-07-15

Total Pages: 195

ISBN-13: 3319418939

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This book provides a comprehensive and engaging analysis of the purpose and function of student evaluation in higher education. It explores its foundations and the emerging functions, as well as its future potential to improve the quality of university teaching and student learning. The book systematically assesses the core assumptions underpinning the design of student evaluation models as a tool to improve the quality of teaching. It also analyses the emerging influence of student opinion as a key metric and a powerful proxy for assuring the quality of teachers, teaching and courses in universities. Using the voices of teachers in the day-to-day practices of higher education, the book also explores the actual perceptions held by academics about student evaluation. It offers the first real attempt to critically analyse the developing influence of student evaluation on contemporary approaches to academic teaching. Using a practice-based perspective and the powerful explanatory potential of cultural historical activity theory (CHAT), the implications of the changing focus in the use of the student voice - from development to measurement - are systematically explored and assessed. Importantly, using the evidence provided by a unique series of practice-based case studies, the book also offers powerful new insights into how the student voice can be reconceptualised to more effectively improve the quality of teaching, curriculum and assessment. Based on this empirical analysis, a series of practical strategies are proposed to enhance the work of student evaluation in the future university to drive pedagogical innovation. This unique volume provides those interested in student evaluation with a more complex understanding of the development, contemporary function and future potential of the student voice. It also demonstrates how the student voice - in combination with professional dialogue - can be used to encourage more powerful and substantial forms of pedagogical improvement and academic development in higher education environments.

Evaluating Faculty Performance

Author: Peter Seldin

Publisher: Jossey-Bass

Published: 2006-05-15

Total Pages: 0

ISBN-13: 9781933371047

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Written by experts in teaching and administration, this guide offers practical, research-based information for faculty members and administrators in search of new approaches for assessing and improving faculty potential. By recognizing that faculty evaluation can be a difficult, time-consuming, and costly process, the authors of Evaluating Faculty Performance have distilled existing evaluation practices into useful recommendations for strengthening the overall system. Offering numerous suggestions for improving evaluation methods, assessing program weaknesses, and avoiding common problems, the book Examines compelling reasons for developing effective and systematic faculty assessment processes Discusses how to create a climate for positive change by favoring performance counseling over performance evaluation Identifies the essential elements and best practices in assessment, while also revealing what not to do in evaluating performance Explains the value of the professional portfolio in assessment teaching, and offers advice on how to complete a portfolio Outlines key issues, dangers, and benchmarks for success in straightforward language Included are field-tested forms and checklists that can be used to measure faculty performance in teaching, research, and service. The suggestions for improving faculty assessment are clear and practicable—sensible advice for strengthening a process that is of increasing importance in higher education.

Presumed Incompetent

Author: Gabriella Gutiérrez y Muhs

Publisher: University Press of Colorado

Published: 2012-06-15

Total Pages: 694

ISBN-13: 1457181223

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Presumed Incompetent is a pathbreaking account of the intersecting roles of race, gender, and class in the working lives of women faculty of color. Through personal narratives and qualitative empirical studies, more than 40 authors expose the daunting challenges faced by academic women of color as they navigate the often hostile terrain of higher education, including hiring, promotion, tenure, and relations with students, colleagues, and administrators. The narratives are filled with wit, wisdom, and concrete recommendations, and provide a window into the struggles of professional women in a racially stratified but increasingly multicultural America.

Teacher Evaluation that Makes a Difference

Author: Robert J. Marzano

Publisher: ASCD

Published: 2013

Total Pages: 210

ISBN-13: 1416615733

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In Teacher Evaluation That Makes a Difference, Robert J. Marzano and Michael D. Toth introduce a new model of teacher evaluation that takes into account multiple data-rich measures of teacher performance and student growth to ensure fair, meaningful, and reliable evaluations for all teachers.

Teacher Evaluation

Author: Kenneth D. Peterson

Publisher: Corwin Press

Published: 2000-05-19

Total Pages: 442

ISBN-13: 9780803968837

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This handbook advocates a new approach to teacher evaluation as a cooperative effort undertaken by a group of professionals. Part 1 describes the need for changed teacher evaluation, and part 2 outlines ways to use multiple data sources, including student and parent reports, peer review of materials, student achievement results, teacher tests, documentation of professional activity, systematic observation, and administrator reports, as well as discussions of the teacher as curriculum designer and data sources to avoid. Part 3 describes tools for improved teacher evaluation, and the evaluation of other educators is outlined in part 4. School district responsibilities and activities are described in part 5. This edition adds new chapters on: (1) the role of the principal in changed teacher evaluation; (2) how districts can transform current practice; (3) use of national standards; (4) developments in using student achievement data; and (5) the development of sociologically sophisticated teacher evaluation systems. Emphasis is placed on the use of the Internet as a resource and other new resources for local development. A list of legal cases cited is included. (Contains 343 references.) (SLD)

The Student Evaluation Standards

Author: Joint Committee on Standards for Educational Evaluation

Publisher: Corwin Press

Published: 2003

Total Pages: 266

ISBN-13: 0761946632

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This comprehensive framework was created by the Joint Committee on Standards for Educational Evaluation (http://jc.wmich.edu//) to guide educators in designing and assessing student appraisals that are fair, useful, feasible, and accurate. Carefully written to ensure their relevance at the classroom level, these Standards were developed with assistance from members of sixteen professional societies: - American Association of School Administrators - American Counseling Association - American Educational Research Association - American Evaluation Association - American Psychological Association - Association for Supervision and Curriculum Development - Canadian Evaluation Society - Canadian Society for the Study of Education - Consortium for Research on Educational Accountability and Teacher Evaluation - Council of Chief State School Officers - National Association of Elementary School Principals - National Association of Secondary School Principals - National Council on Measurement in Education - National Education Association - National Legislative Program Evaluation Society - National School Boards Association.

Science Teaching Reconsidered

Author: National Research Council

Publisher: National Academies Press

Published: 1997-03-12

Total Pages: 102

ISBN-13: 0309175445

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Effective science teaching requires creativity, imagination, and innovation. In light of concerns about American science literacy, scientists and educators have struggled to teach this discipline more effectively. Science Teaching Reconsidered provides undergraduate science educators with a path to understanding students, accommodating their individual differences, and helping them grasp the methodsâ€"and the wonderâ€"of science. What impact does teaching style have? How do I plan a course curriculum? How do I make lectures, classes, and laboratories more effective? How can I tell what students are thinking? Why don't they understand? This handbook provides productive approaches to these and other questions. Written by scientists who are also educators, the handbook offers suggestions for having a greater impact in the classroom and provides resources for further research.

Grade Inflation

Author: Valen E. Johnson

Publisher: Springer Science & Business Media

Published: 2006-05-09

Total Pages: 270

ISBN-13: 0387215921

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Grade inflation runs rampant at most colleges and universities, but faculty and administrators are seemingly unwilling to face the problem. This book explains why, exposing many of the misconceptions surrounding college grading. Based on historical research and the results of a yearlong, on-line course evaluation experiment conducted at Duke University during the 1998-1999 academic year, the effects of student grading on various educational processes, and their subsequent impact on student and faculty behavior, is examined. Principal conclusions of this investigation are that instructors' grading practices have a significant influence on end-of-course teaching evaluations, and that student expectations of grading practices play an important role in the courses that students decide to take. The latter effect has a serious impact on course enrollments in the natural sciences and mathematics, while the combination of both mean that faculty have an incentive to award high grades, and students have an incentive to choose courses with faculty who do. Grade inflation is the natural consequence of this incentive system. Material contained in this book is essential reading for anyone involved in efforts to reform our postsecondary educational system, or for those who simply wish to survive and prosper in it. Valen Johnson is a Professor of Biostatistics at the University of Michigan. Prior to accepting an appointment in Ann Arbor, he was a Professor of Statistics and Decision Sciences at Duke University, where data for this book was collected. He is a Fellow of the American Statistical Association.