Characteristics of Mindless Teaching Evaluations and the Moderating Effects of Image Compatibility

Dunegan, Kenneth J.; Hrivnak, Mary W.

doi:10.1177/1052562903027003002

Cited by 40 publications

(36 citation statements)

References 39 publications

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“…As noted earlier, evaluation is both cognitively taxing and emotionally demanding at the end of term, when students are inundated with concerns over class tests and grades. This reinforces the view that evaluation is a meaningless distraction (Dunegan and Hrivnak 2003) which has potentially serious implications in the light of MEXT (MEXT 2001) requirements that evaluation should "focus on abilities of teaching staff" with ratings from students being the sole evaluation component.…”

Section: ) the Usefulness Of Sets Feedbacksupporting

confidence: 67%

Creating confusion or creative evaluation? The use of student evaluation of teaching surveys in Japanese tertiary education

Burden

2010

Educ Asse Eval Acc

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A new reform movement in Japanese tertiary education has emerged which is more economy centered, more market sensitive, and more influenced by a government shift towards decentralization. With the dramatic decline in the 18 year old population, a buyer's market has led to the introduction of student evaluation of teaching surveys (SETs) partly as a measure student satisfaction. This is not without debate, and this study seeks to understand the perceptions of 22 local and expatriate English language teachers who participated in interviews. They suggest that using SETs as the sole criterion for evaluating teachers is flawed, unsystematic, and does not lead to improvement. Participants suggest the need for a model of "creative evaluation" over the present "creation of confusion." Teachers are unaware of the purpose of the evaluation which is not explained and often are just expected to administer without any consultation or input into the questions. Evaluation should draw distinction between prescriptive, acontextual summative evaluation and collaborative approaches that show the richness and diversity while giving learners as well as faculty more voice.In this study, data collected from interviews with tertiary-sector English language teaching (ELT) instructors working in different institutions in Western Japan suggest that using Student Evaluation of Teaching surveys (SETs) as the sole criterion for evaluating teachers is flawed. Instructors suggest that summative evaluations by students, being simple to collect and analyze, can be the sole criterion for adjunct ELT teacher retention, or as a punitive measure to remove tenure in tertiary establishments with diminishing student roll. But as the importance attached to student feedback increases, ensuring that feedback is collected effectively should be an important priority but there has been an "extraordinary reluctance to clarify,

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Section: ) the Usefulness Of Sets Feedbacksupporting

confidence: 67%

Creating confusion or creative evaluation? The use of student evaluation of teaching surveys in Japanese tertiary education

Burden

2010

Educ Asse Eval Acc

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“…Another is the students' desire to send a message. Dunegan and Hrivnak (2003) reported that when students found an instructor whom they did not like, they carefully completed the evaluation so that their perception of overall performance and SET were correlated, but if the instructor aligned with the students' ideal, the association between performance and the SET was not significant. In other words, under this condition, the students simply and "mindlessly" (the authors' term) marked the form.…”

Section: Review Of the Literature The Halo Effectmentioning

confidence: 99%

Are Students Telling Us the Truth? A Critical Look at the Student Evaluation of Teaching

Clayson

Haley

2011

Marketing Education Review

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Over 99 percent of business schools use student evaluation of instruction to measure teaching and classroom performance. The resultant measures are utilized in judgments of merit pay, tenure, and promotion. In such an environment, an inspection of exceptions to their assumed validity is justified. This paper investigates one such issue that is rarely reported. Simply put: to what extent are students telling us the truth when they evaluate instruction? A literature review indicates that students (1) ignore or falsify answers in light of variables considered more important, (2) give subjective impressions in response to objective questions, and (3) at times give purposefully misleading and false responses. A survey of students found that a majority knew of respondents who had falsified evaluations and that an estimated 30 percent of evaluations contain answers the students knew were not true. In light of these findings, the validity of student evaluation of teaching to improve individual instructor performance, modify curriculum, and create comparative scales to evaluate faculty is called into question.

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“…This finding is consistent with literature presented, suggesting that the current cohort of students would not benefit from end of module or end of degree evaluations (Becker and Watts 1999;Davis 2009). No respondent indicated concerns raised in the literature such as the students did not take them seriously (Dunegan and Hrivnak 2003). There was, however, one Chinese student who suggested that there was concern about how valid responses on summative evaluations are: 'because we always evaluate the lecture after the exams, maybe there are more emotions'.…”

Section: Resultsmentioning

confidence: 99%

“…There is also the concern that students do not take SETs seriously and see them as a chore (Dunegan and Hrivnak 2003). Another criticism is that SETs may discourage faculty from challenging students too much, should they be punished at the end of the semester through the SETs (Parayitam, Desai, and Phelps 2007).…”

Section: Criticisms Of Setsmentioning

confidence: 96%

“…As such, they are of limited benefit to the students completing them (Becker and Watts 1999;Davis 2009). The summative types of SETs described above could be argued to meet the needs of the organisation over those of the lecturer (Hounsell 1999;Tennant, Mcmullen, and Kaczynski 2010), especially in the USA where they are used for performance and/or promotion decisions (Dunegan and Hrivnak 2003;Wetzstein, Broder, and Wilson 1984).…”

Section: Criticisms Of Setsmentioning

confidence: 99%

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If you build it will they come?; Exploring the student perspective of weekly student evaluations of teaching

Winchester

2012

Assessment & Evaluation in Higher Education

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This exploratory study investigated the students' use of formative, weekly, online evaluations of teaching through a virtual learning environment. Results were based on in-depth interviews of seven students at a rural university college in the UK. Students from different genders, education levels and backgrounds volunteered for the study. The students thought it was a good tool and useful for providing anonymous feedback. However, their motivation to fill in the evaluations every week varied throughout the period of study, and the weekly feedback soon became routine and too onerous a task, and thus had a tendency towards being superficially conducted. Students were more inclined to comment on negative issues, rather than critically analyse positive ones. They also tended to be more positive towards conducting the evaluation if the lecturer discussed them and/or made changes to their future lectures.

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Characteristics of Mindless Teaching Evaluations and the Moderating Effects of Image Compatibility

Cited by 40 publications

References 39 publications

Creating confusion or creative evaluation? The use of student evaluation of teaching surveys in Japanese tertiary education

Creating confusion or creative evaluation? The use of student evaluation of teaching surveys in Japanese tertiary education

Are Students Telling Us the Truth? A Critical Look at the Student Evaluation of Teaching

If you build it will they come?; Exploring the student perspective of weekly student evaluations of teaching

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