How can student evaluations lead to improvement of teaching quality? A cross-national analysis

Ülker, Nilüfer

doi:10.1080/13596748.2021.1873406

Cited by 10 publications

(11 citation statements)

References 42 publications

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“…Thus far, teachers' perceptions of SET have been investigated using qualitative, quantitative, and mixed-method research designs. Conducting qualitative studies in different settings, Ulker (2021) and Alsabahi (2020) found rather similar findings. Ulker's (2021) study was conducted in a Turkish and an American university while Alsabahi's (2020) study was conducted in a Saudi Arabian university.…”

mentioning

confidence: 73%

“…Conducting qualitative studies in different settings, Ulker (2021) and Alsabahi (2020) found rather similar findings. Ulker's (2021) study was conducted in a Turkish and an American university while Alsabahi's (2020) study was conducted in a Saudi Arabian university. Through interviews, both studies found that teachers were not involved in the design of the SET contents and that the universities did not provide support for teachers to interpret the SET results.…”

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confidence: 73%

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English Teachers’ Perceptions of Student Evaluation of Teaching in an Indonesian University

Silalahi¹

2021

TEFLIN

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Student evaluation of teaching (SET) has been proven to improve teachers’ teaching practices and students’ learning experiences despite being used commonly for accountability purposes. Indonesian teachers’ perceptions of SET, however, remain largely unexplored. This qualitative study therefore investigated how four Indonesian university teachers perceived SET, how SET impacted their teaching practices and what roles they believed the university should play in implementing SET properly. The participants taught English to undergraduate students in an Indonesian private university. Data were collected using semi-structured interviews and analysed using qualitative methods. The teachers perceived SET positively, had made conscious changes to improve their teaching practices and students’ learning, and believed the institution had facilitated teachers in meeting students’ needs, especially during the campus closure due to the COVID-19 pandemic, which led to a transition to online learning. The institution where the participants taught implemented SET only for formative or improvement purposes. Using SET for such purposes is important as it is more likely to cause teachers less pressure and anxiety. Hence, teachers are willing to act upon the student feedback. Meanwhile, using SET for accountability purposes may create extra work for teachers and make them feel manipulated and untrusted.

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confidence: 73%

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confidence: 73%

English Teachers’ Perceptions of Student Evaluation of Teaching in an Indonesian University

Silalahi¹

2021

TEFLIN

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“…The findings of Ulker's study demonstrate that student evaluations can lead to the improvement of teaching quality. 38 In another study, findings revealed the need elements of self-assessment in relation to examination to make the students more aware of their clinical competence. 39 Based on our study findings, besides students' selfevaluation and surveys results, students' and graduates' outcomes and related medical centres' performance are among nursing education institutions' outcomes that should be considered.…”

Section: Discussionmentioning

confidence: 97%

What should be measured? Nursing education institutions performance: a qualitative study

et al. 2022

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ObjectivesIn this qualitative study, we specify important domains of a nursing education institution that need to be measured to represent its performance via students’ perspectives, one of the most important stakeholders in higher education.SettingThis study was conducted in a nursing and midwifery faculty.ParticipantsParticipants were bachelor’s, master’s and Ph.D. students in nursing. Convenience sampling was used. The aim and methods of the study were explained to the students, and they were invited to participate in the focus groups. Four focus groups (n=27) were held.ResultsThirteen categories emerged that were assigned to three components of the Donabedian model. The structure component contained three categories: learning fields, equipment and facilities and human resources standards. The process component contained five categories: workshops for students and staff, student familiarity with the institution’s rules and plans, teaching, students evaluation and evaluation of teaching staff by students and peers. And outcome components contained five categories: results of self-evaluation by students, graduates’ outcomes, students’ outcomes, students surveys results and related medical centres performance.Conclusion(s)Based on the needs and ideas of this important group of stakeholders, we can proceed further. Once we specify what is important to be measured, then it is appropriate to develop or choose suitable and measurable performance indicators for each of the recognised categories.

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“…A new TOP-N recommendation with a high degree of matching is obtained. The improved recommendation model is represented by Equation (10).…”

Section: Improved Teachers' Recommendation Modelmentioning

confidence: 99%

“…What are characteristics of teachers associated with teaching quality? From different research footholds, many scholars [1]- [10] have selected one or several characteristics from teachers' educational background, degree, professional title, gender, age, teaching age, job burnout, academic research, and teaching evaluation to analyze the association with teaching quality and corresponding conclusions were drawn. Some studies have shown that it correlates with teaching quality, whereas others have shown that it does not.…”

Section: Introductionmentioning

confidence: 99%

A Course Teacher Recommendation Method Based on an Improved Weighted Bipartite Graph and Slope One

2022

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The quality of course teaching is directly related to education quality. Many scholars have attempted to identify the associations between course-teaching quality and teachers' characteristics, such as educational background, degree, professional title, age, teaching age, job burnout, and academic research. However, because these characteristics are mostly evolvable, research findings are inconsistent. Therefore, we attempted to identify the association between teaching styles that reflect teachers' stable psychological quality, Technological Pedagogical Content Knowledge (TPACK), and teaching quality. To this end, we first collected data from three different disciplines at a university using the constructed teaching quality, TPACK, and course difficulty questionnaires, together with the TSTI scale proposed by Grigorenko and Sternberg. We constructed three matrices with different sparsities as experimental datasets using teachers with the teaching style and PTACK attributes, courses with the course difficulty attribute, and teaching quality. We then constructed a weighted bipartite graph with the teachers and courses in the matrix as nodes and the teaching quality divided by course difficulty as the weights of the edges. We proposed an improved Slope One algorithm based on a weighted bipartite graph to scientifically predict teachers' teaching quality in untaught courses. Finally, we constructed a TOP-N recommendation model for course teachers that combined teaching style and TPACK features to achieve accurate recommendations for course teachers. The experiments show that our proposed solution is feasible and that the algorithmic model is effective. Therefore, we developed a scientific method to improve the quality of university course teaching.

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How can student evaluations lead to improvement of teaching quality? A cross-national analysis

Cited by 10 publications

References 42 publications

English Teachers’ Perceptions of Student Evaluation of Teaching in an Indonesian University

English Teachers’ Perceptions of Student Evaluation of Teaching in an Indonesian University

What should be measured? Nursing education institutions performance: a qualitative study

A Course Teacher Recommendation Method Based on an Improved Weighted Bipartite Graph and Slope One

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