How reliable are students’ evaluations of teaching quality? A variance components approach

Feistauer, Daniela; Richter, Tobias

doi:10.1080/02602938.2016.1261083

Cited by 62 publications

(46 citation statements)

References 34 publications

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“…14,15 Although the reliability and validity of student evaluations of teaching to measure teaching effectiveness is a topic of much debate, student ratings on course evaluations do provide reliable and valid information on student satisfaction with the learning environment. [16][17][18][19][20][21][22][23][24][25]…”

Section: Contextmentioning

confidence: 99%

A comparison of student performance and satisfaction between a traditional and integrative approach to teaching an introductory radiology course on the extremities

Jarrett-Thelwell¹,

Burke²,

Poirier³

et al. 2019

Journal of Chiropractic Education

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Objective: The purpose of the study was to compare student performance and student satisfaction ratings for an introductory extremities radiology course taught using 2 different educational methods. Methods: One group of students was taught using a traditional face-to-face instruction method, and the other group received an integrative blended-learning approach. A multivariate analysis of scores on lecture and laboratory examinations was performed to detect differences in student performance between the 2 methods. An independent t test was performed to compare the final course averages between the 2 methods. χ2 Analysis was used to compare the distribution of letter grades and levels of satisfaction between the 2 groups. Results: Test scores were higher for the integrative approach than for the traditional face-to-face method (p < .05). However, the differences were not meaningful, as the greatest improvement in correct responses was only for 2 questions. Students appeared to be more satisfied with the integrative approach when compared to the traditional method (p < .05). Conclusion: Student satisfaction with the educational delivery methods in an introductory extremities radiology course using an integrative approach was greater than for the traditional face-to-face instruction method. Student performance was similar between the 2 cohorts.

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Section: Contextmentioning

confidence: 99%

A comparison of student performance and satisfaction between a traditional and integrative approach to teaching an introductory radiology course on the extremities

Jarrett-Thelwell¹,

Burke²,

Poirier³

et al. 2019

Journal of Chiropractic Education

View full text Add to dashboard Cite

show abstract

“…Although the Student Evaluation of Educational Quality scale items are dissimilar from the ones implemented in our research, they evaluate eight similar dimensions: learning, enthusiasm, organisation, interaction with the group, updated presentation of the subject, interaction of the teacher with individual students, evaluation and feedback. Though they are different items [45], they have also been used in a psychometric questionnaire for the assessment of (German) university students.…”

Section: Discussionmentioning

confidence: 99%

University Students’ Perspectives on Reflective Learning: Psychometric Properties of the Eight-Cultural-Forces Scale

2020

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This study emerges from the development of higher-order thinking skills recognised as influential attributes to be considered for quality of learning in preservice teachers; hence, this quantitative research is a systematic attempt to obtain metric-quality pieces of evidence for identifying university students’ perspectives on reflective learning standards throughout their initial training period utilising an adapted cultural-forces scale. The earlier mentioned tool is an adaptation of Ritchhart’s scale (2015) for the assessment of cultural forces from the model of the Culture of Thinking. The selected sample of preservice teachers encompasses 700 university students of education from 7 faculties of education in Spain. Research results reveal that the use of the scale displayed high reliability and suitability. Similarly, significant statistical differences were observed in the eight scales of cultural forces assessment, where the prime-valued by the students were interactions, expectations, environment, language and time. Apropos of statistics, research results manifest as relevant. Such significance reveals how classroom culture and practical strategies acquire meaning and show connections with learning purposes—likewise with the developmental encouragement of cognitive skills and dispositions towards reflective learning.

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“…as well as "How reliable are students' evaluations of teaching quality?" continue to interest researchers (CLAYSON;HALEY, 2011;FEISTAUER;RICHTER, 2017;MCCLAIN et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

What Colors do Undergraduates Associate with Training Courses? Student Evaluations of the Applied Mathematics Educational Program through the Color Selection Method

Кузнецова

2020

Bolema

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It is no doubt that today the role of mathematics is increasing and mathematical education requires constant attention. Nevertheless, there are not so many studies devoted to the problems of teaching university students who have chosen mathematics as their profession. The purpose of this article is to research the attitude of undergraduates towards the courses that make up the Applied Mathematics educational program, implemented in one of the technical universities in Russia. The survey was conducted using the Color Selection Method, based on Max Lüscher ideas. Students have associated each course with one of the eight proposed colors. The outcomes of the survey were investigated through correlation and cluster analysis and compared with the results of another survey conducted by a verbal evaluation tool. This research has revealed that the student's assessments obtained through two methods (verbal and imaginative) do not contradict each other. The use of the Color Selection Method helps identifying the problems that arise in the educational process and allows to outline ways of improving teaching quality.

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How reliable are students’ evaluations of teaching quality? A variance components approach

Cited by 62 publications

References 34 publications

A comparison of student performance and satisfaction between a traditional and integrative approach to teaching an introductory radiology course on the extremities

A comparison of student performance and satisfaction between a traditional and integrative approach to teaching an introductory radiology course on the extremities

University Students’ Perspectives on Reflective Learning: Psychometric Properties of the Eight-Cultural-Forces Scale

What Colors do Undergraduates Associate with Training Courses? Student Evaluations of the Applied Mathematics Educational Program through the Color Selection Method

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