A meta-validation model for assessing the score-validity of student teaching evaluations

Onwuegbuzie, Anthony J.; Daniel, Larry G.; Collins, Kathleen M. T.

doi:10.1007/s11135-007-9112-4

Cited by 82 publications

(58 citation statements)

References 52 publications

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“…On the one hand, it may improve the lecturer's teaching quality and, on the other hand, it may provide a wise and precise decision making tool for the administrative staff with regard to lecturers continuing employment, tenure, promotion of appointment committees and so on. Many studies have indicated strong evidence with regard to the validity and reliability of the teaching evaluation tool (Al-Saghir, 2008;Onwuegbuzie, Daniel, & Collins, 2009). On the other hand, Spooren, Brockx and Mortelmans (2013) claimed that teaching evaluation by students has thus far failed to provide clear answers regarding validity.…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching Quality Evaluation: Online vs. Manually, Facts and Myths

Salman

2017

JITE:IIP

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Aim/Purpose: This study aimed to examine whether there is a difference between manual feedback and online feedback with regard to feedback quality, respondents’ percentage, reliability and the amount of verbal comments written by students. Background: The quality of teaching is an important component of academic work. There are various methods for testing the quality of teaching; one of these methods is through students’ feedback. Methodology: This study used a quantitative approach, including the quantification of qualitative verbal data collected through an open question in the questionnaire. A sample of 180 courses was randomly chosen, 90 courses were evaluated manually and 90 were evaluated online. The number of students ranges from 7 to 60 students per course. In total 4678 students participated in the study. Contribution: The findings show that there is almost an identical pattern of feedback of manual and online course teaching evaluation. These findings encourage a continued use of this evaluation method. Findings: No significant differences were found between manual feedback and online feedback in the students’ evaluation of the lecturer/course. The percentage of respondents was significantly higher in the manual feedback than in the online feedback. The number of qualitative comments was significantly greater in the online feedback than in the manual feedback. Impact on Society: The findings of this study refute the claims with regard to the unreliability of an online teaching evaluation. These findings reflect the advantages of using online feedback, such as cost savings, granting more time to students in order to provide feedback, and reducing disturbance during lectures. Future Research: The gender aspect was not taken into account in the study. Therefore, we recommend conducting a follow-up study that will examine gender differences in directions of- difference between male and female lecturers, and differences between male and female students in teaching evaluation.

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Section: Literature Reviewmentioning

confidence: 99%

Teaching Quality Evaluation: Online vs. Manually, Facts and Myths

Salman

2017

JITE:IIP

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“…La evaluación a los docentes por parte de los estudiantes como un instrumento para medir la efectividad de los académicos es una práctica que se ha generalizado en las universidades de todo el mundo (Kuzmanovic, Savic, Popovic, y Martic, 2013;Onwuegbuzie et al, 2009). Estas evaluaciones comenzaron a utilizarse alrededor de los años 20 (Morley, 2013), siendo su propósito original la recolección de información que sirviera para retroalimentar la práctica docente (Sproule, 2000).…”

Section: Evaluación De Las Habilidades Docentesunclassified

“…Esta importancia radica en los dos grandes propósitos para los cuales se lleva a cabo, por una parte, sus resultados son utilizados para contribuir al mejoramiento de la calidad docente (propósito formativo), y por otra parte, son un insumo para la toma de decisiones respecto a la permanencia y promoción de los académicos en las instituciones (propósito sumativo). De esta forma, se ha vuelto un requisito explícito en el sistema de evaluación de las instituciones de educación superior a nivel internacional (Kember, Leung, y Kwan, 2002), lo que conlleva la exigencia constante de mayor objetividad y precisión en su despliegue (Onwuegbuzie, Daniel, y Collins, 2009). …”

Section: Introductionunclassified

La Técnica Grilla de Repertorio (Repertory Grid): Un Método para el Estudio de la Cognición en la Evaluación de Habilidades Docentes

2016

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* Autor a quien debe ser dirigida la correspondenciaRecibido Ago. 5, 2015; Aceptado Oct. 14, 2015; Versión final Nov. 19, 2015, Publicado Abr. 2016 Resumen El propósito de este estudio es presentar una propuesta metodológica para elicitar los constructos utilizados por los estudiantes para evaluar las habilidades y desempeños docentes. La propuesta se centra en la utilización de la Teoría de Constructos Personales y de su técnica de mapas cognitivos, conocida como Grilla de Repertorio (Repertory Grid). En particular, la propuesta describe las características deseables de los entrevistados, un proceso consistente en cuatro pasos, y el análisis posterior sugerido. Este enfoque se orienta a fortalecer las mayores debilidades de los procesos de evaluación docente: (i) instrumentos adhoc no validados, (ii) basados en teorías que no reflejan la realidad y madurez de un contexto, (iii) conveniencia política y (iv) una baja incidencia y participación percibida por los estudiantes. El estudio muestra que si bien RepGrid fortalece el método de los cuestionarios en el proceso de la evaluación docente, su efectividad final está determinada por su utilización en conjunto con otros métodos de evaluación del desempeño. Palabras clave: grilla de repertorio, evaluación de habilidades docentes, universidad, propuesta The Repertory Grid Technique: A Method for the Study of Cognition in Teaching Skills Assessment AbstractThe aim of this study is to present a proposal to elicit the constructs used by students to evaluate the abilities and teaching performance. The proposal focuses on the use of personal construct theory and its cognitive mapping technique, known as Repertory Grid. In particular, the proposal describes the desirable characteristics of respondents, a process consisting of four steps, and subsequent analysis suggested. This approach is intended to strengthen major weakness of teaching assessment processes: (i) ad-hoc not validated instruments, (ii) based on theories that do not reflect reality and maturity of a context, (iii) political convenience, and (iv) a low incidence and perceived participation by students. The study shows that, although RepGrid strengthen the questionnaire methodology in the process of teaching evaluation, its final effectivity is determined by its use in conjunction with other evaluation methods.

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“…Measuring the student experience is assuming increasingly importance in Higher Education (hereafter, HE) representing a widespread method for evaluating teaching quality whose importance is relevant for taking the major formative and summative academic decisions (Berk, 2005;Gravestock & Gregor-Greenleaf, 2008;Onwuegbuzie et al, 2009). …”

Section: Introductionmentioning

confidence: 99%

An agreement-based approach for reliability assessment of Students’ Evaluations of Teaching

Vanacore¹,

Pellegrino²

2017

Proceedings of the 3rd International Conference on Higher Education Advances

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A meta-validation model for assessing the score-validity of student teaching evaluations

Abstract: Teaching evaluations, Formative evaluation, Summative evaluation, Meta-validity model, Meta-validity analysis,

Cited by 82 publications

References 52 publications

Teaching Quality Evaluation: Online vs. Manually, Facts and Myths

Teaching Quality Evaluation: Online vs. Manually, Facts and Myths

La Técnica Grilla de Repertorio (Repertory Grid): Un Método para el Estudio de la Cognición en la Evaluación de Habilidades Docentes

An agreement-based approach for reliability assessment of Students’ Evaluations of Teaching

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