Evaluating Students' Course Evaluations

Al-Achi, Antoine; Greenwood, Robert; Junker, James L.

doi:10.1300/j060v04n03_05

Cited by 3 publications

(4 citation statements)

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“…Al-Achi et al did not find a significant correlation between percentage of A and B grades and mean evaluation scores in courses offered by a pharmaceutical sciences department. 15 However, the total number of courses and evaluations examined was not given, and no statistical analysis was provided. Our study appears to be more comprehensive in terms of number of evaluations, number of courses, and breadth of courses examined.…”

Section: Discussionmentioning

confidence: 99%

Student Evaluations: Are They Valid Measures of Course Effectiveness?

Kidd¹,

Latif²

2004

Am J Pharm Educ

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Objectives. This study was designed to assess the relationship among students' grade expectations, actual grades, and evaluations of courses. Methods. A total of 5,399 individual student evaluations from 138 course offerings taught over 4 academic years were compiled and analyzed. In addition to questions evaluating the course effectiveness, the instrument included a query of the grade the student expected to receive in the course. Results. In this study, the students' grade expectations for a course had a strong positive correlation with the mean course evaluation score (P < 0.001, Pearson's correlation coefficient was 0.508). Conclusions. The validity of using students' course evaluations as the primary measure of teaching performance for faculty performance reviews, recognizing and rewarding excellence in teaching, promotion, and tenure considerations, and other purposes is questionable.

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Section: Discussionmentioning

confidence: 99%

Student Evaluations: Are They Valid Measures of Course Effectiveness?

Kidd¹,

Latif²

2004

Am J Pharm Educ

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“…that instructor is assessed by students at the end of the semester. 4,5 Similar problems were encountered with the student assessment of courses and instruction at the University of Colorado School of Pharmacy. Prior to the 2001-2002 academic year, course assessments were conducted during class near the end of the semester using a handwritten format.…”

Section: Introductionmentioning

confidence: 86%

“…The activities in this course helped me better comprehend the connection between health sciences and pharmacy practice. 5. Activities in the course were helpful in raising my awareness of professional behavior, attitudes and ethical expectations relevant to pharmacy practice.…”

mentioning

confidence: 99%

Implementation Of A Web-Based System For Obtaining Curricular Assessment Data

McCollum¹,

Cyr²,

Criner³

et al. 2003

Am J Pharm Educ

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Objectives. This paper describes the evaluation of a web-based assessment program for obtaining course, instructor, and program assessment data. Previously, the University of Colorado School of Pharmacy (SOP) used standard, bubble-sheet assessment forms that students completed during class at the end of each semester. Low response rates, loss of class time, and the potential for bias from selfselected responders led to the development of an online assessment system with revised instruments. Methods. The assessment committee at the SOP developed assessment tools for individual courses and the overall program. These tools were used in an online system for all courses beginning fall of 2001. Student participation was mandatory; students not completing the forms online completed them in writing. Potential bias resulting from the mandatory participation policy was analyzed by comparing online responses with pooled online and written responses. Results. For the 2001-2002 academic year, response rates ranged from 74% to 100%. Analysis of online and written responses revealed no observable bias from the written responses. Students described the online system as more user-friendly than the former system. The online format allowed timely dissemination of results to faculty and administrators. The major challenge was the administrative workload required to monitor responses and administer written assessments to noncompliant students. Conclusion. The web-based assessment program provided complete and reliable course assessment data.

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“…Both quantitative and qualitative research methods are necessary to evaluate health interventions [16] because "public health interventions are complex and do not conform to a simple input-output model" [27]. In this study, five evaluations with diverse methods are employed: participant demographic (document analysis), handwashing frequency (counting product consumption), handwashing quality (counting microbial presence), design persuasiveness (child interview study) and stakeholder views (staff interview study).…”

Section: Evaluation Methodsmentioning

confidence: 99%

Effectiveness and Efficiency of Persuasive Space Graphics (PSG) in Motivating UK Primary School Children’s Hand Hygiene

Rutter

Stones

Jane

et al. 2020

IJERPH

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Good hand hygiene is necessary to control and prevent infections, but many children do not adequately wash their hands. While there are classroom communications targeted at children, the toilet space, the location of many hand hygiene activities, is neglected. This paper describes an initial evaluation of “123” persuasive space graphics (images and messages integrated within an architectural environment that encourage specific actions). The effectiveness (whether hand hygiene improves) and efficiency (the ease with which a setting can adopt and implement an intervention) is evaluated in three UK schools and one museum. Five evaluations (participant demographic, handwashing frequency, handwashing quality, design persuasiveness, stakeholder views) were conducted. In the school settings, persuasive space graphics increased the quality and frequency of handwashing. In the museum setting, frequency of handwashing slightly increased. In all settings children found the graphics persuasive, and stakeholders also believed them to be effective. Stakeholders considered persuasive space graphics a low-cost and time-efficient way to communicate. It can be concluded that persuasive space graphics are effective in increasing hand hygiene, particularly in school settings where children have a longer exposure to the graphics. Persuasive space graphics are also an efficient low-cost means of communicating hand hygiene.

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Evaluating Students' Course Evaluations

Cited by 3 publications

References 0 publications

Student Evaluations: Are They Valid Measures of Course Effectiveness?

Student Evaluations: Are They Valid Measures of Course Effectiveness?

Implementation Of A Web-Based System For Obtaining Curricular Assessment Data

Effectiveness and Efficiency of Persuasive Space Graphics (PSG) in Motivating UK Primary School Children’s Hand Hygiene

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