On Student Evaluation of Teaching and Improvement of the Teaching Quality Assurance System at Higher Education Institutions

Dun-rong, Bie; Fan, Meng

doi:10.2753/ced1061-1932420212

Cited by 20 publications

(9 citation statements)

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“…The insufficiency of definition of the customer and the stakeholder in the field of education may lead to a weakness of feedback collection system, which causes challenges in the interpretation of related results based on student evaluations (Keridge and Mathews, 1998). Within the scope, although the objective of student evaluations is supposed to be quality improvement, their use to determine poor teaching performance may cause the evaluations to lose their power to lead to improvement (Dunrong and Fan, 2009;Gosling and D'Andrea, 2001). Therefore, instructors usually express concerns regarding the use of student feedback for personnel decisions (Beran and Rokosh, 2009).…”

Section: Students' Evaluations Of Qualitymentioning

confidence: 99%

“…In this case, students may not reflect their true thoughts. Also, not consulting the students while creating the questionnaires to evaluate their real learning experiences may cause students to make assessments based on the opinions of others (Dunrong and Fan, 2009) as in this case students' prior skills and abilities are not taken into consideration as part of their experiences in the analysis (Wiers-Jenssen et al, 2002). Students complain about the design of evaluation system due to the fact that certain number of questionnaires need to be filled in so that they could plan the study load for the upcoming semester, which may limit their opportunities to suggest improvements for the quality assurance system (Isaeva et al, 2020).…”

Section: Students' Evaluations Of Qualitymentioning

confidence: 99%

“…Students' evaluation of the teaching quality within the scope of quality assurance in higher education serves various purposes (Dunrong and Fan, 2009;Leckey and Neill, 2001). It can be used as diagnostic feedback to help academic staff improve the quality of their teaching performance; it can provide a teaching efficacy criterion for use in administrative decision making, it can help students make decisions while choosing lessons; it can assist students in becoming active participants in the learning process; thereby contributing to student autonomy.…”

Section: Students' Evaluations Of Qualitymentioning

confidence: 99%

See 2 more Smart Citations

An analysis of current trends in higher education: the place and importance of students' learning experiences in quality assurance

Ülker¹

2020

HIG

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Section: Students' Evaluations Of Qualitymentioning

confidence: 99%

Section: Students' Evaluations Of Qualitymentioning

confidence: 99%

Section: Students' Evaluations Of Qualitymentioning

confidence: 99%

See 1 more Smart Citation

An analysis of current trends in higher education: the place and importance of students' learning experiences in quality assurance

Ülker¹

2020

HIG

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“…Вища освіта відіграє важливу роль у суспільстві завдяки створенню нових знань, передачі їх студентам і стимулювання інновацій (Fatima, 2014;Rahman et al, 2015;Martín, 2015). Кожний суб'єкт освітнього процесу (студенти, батьки, викладачі, адміністрація, суспільство) зацікавлений у забезпеченості якості освіти (Dunrong and Fan, 2009;Vorobyova et al, 2014;Santos Rego, 2014;Bergsmann et al, 2015;Đonlagić and Fazlić, 2015;Layne et al;. Проте якості приписують різні значення, інколи суперечливі.…”

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Connection of students’ academic performance and cognitive abilities with their psychological characteristics

Tretiak

Severynovska

Boyko

2016

VDNUBM

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The contents of education must correspond not only to the level of knowledge and competencies, but also be directed to self-determination of the personality and creation of conditions for its self-development and self-realization. The aim of this study was to identify the psycho-physiological peculiarities of Biology students and to establish the connection between the students’ academic performance, their cognitive abilities and their psycho-physiological characteristics, which is essential for improving the academic process and bringing it to the high level of professional education necessary for graduates of higher educational establishments to compete successfully in the job market. It was established that the majority (46%) of Biology students are ambiverts, 34% of them are extroverts, and 18% – introverts. There is a statistically reliable connection between the academic grades and the personality type: the more successful students are ambiverts and introverts. Extroverts demonstrate lower academic results. According to different types of asymmetry manifestation among Biology students, the right-handed accounted for 35% of the tested, those with prevailing right hand – 51%, those with prevailing left hand – 1.2% and the left-handed – 12%. There is no dependence of academic performance on the asymmetry manifestation. Most Biology students have a sanguine-choleric temperament and slightly expressed or absent asymmetry, which testifies to the power of nervous processes and is a precondition for successful studying. The majority of students, irrespective of the academic performance level, have a low level of stress resistance and a medium level of personality anxiety. Students who score A and B points for academic performance, have a medium level of situational anxiety. Those who score C points have a high level of anxiety. There is no connection between the academic points and personality anxiety level, but there is significant connection between academic performance and situational anxiety. There has been established a significant dependence of academic performance on the level of situational anxiety: introverts and extroverts have a high level, ambiverts have a medium level of situational anxiety. Introverts and ambiverts with a low and medium anxiety level demonstrate higher academic performance. Extroverts with a high anxiety level find it more difficult to study. The majority of Biology students have a high level of visual-imaginative, object-active and creative thinking types. 83% of students have a high and a medium level of verbal-logical thinking type. Abstract-symbolic and intuitive thinking are developed in lesser degree. There has been established a reliable negative correlative connection between object-active thinking type and introversion, and a positive connection between intuitive thinking and introversion, irrespective of academic results. The more introversion is expressed, the more intuition is developed. Academically successful students demonstrated a positive correlation between the abstract-symbolic thinking type and introversion. Extroverts with low academic performance don’t have significant correlation connections with the thinking types, whereas it is characteristic for academically successful students to demonstrate a higher level of visual-imaginative, verbal-logical, abstract-symbolic and creative thinking along with an increase in demonstrating extroversion. Practically all thinking types (except for the object-active) are more fully expressed in successful ambiverts; the manifestation of a certain thinking type increases while ambiversion increases. Less academically successful students have a reliable correlative connection between ambiversion and visual-imaginative, abstract-symbolic and creative thinking. Performance of tasks connected with all thinking types irrespective of typological characteristics of students was accompanied by a reliable increase in saturation. More diversified reactions in the process of thinking activity were observed in the cardio-vascular system: introverts and ambiverts who demonstrated high results in the tests, showed significant decrease of heart beat rate in the process of intuitive and visual-imaginative thinking. Extroverts who demonstrated low results in the tests, by contrast, showed an increase in heart beat rate. When students of all typological groups were doing tasks connected with verbal-logical thinking, their heart beat rate significantly increased. Ambiverts and introverts were more successful. Thus, the whole range of psychological and physiological characteristics of a person defines his successful academic performance and real activity.

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“…As a fundamental system for assuring teaching quality at higher education institutions (Fouskakis et al, 2016), students' evaluation of teaching skills has been an important yet controversial tool in the improvement of teaching quality during the last few decade (Dunrong and Fan, 2009). From the current practice, students' rating on teachers is valued by Chinese high education institutions, however, there lacks a relative scientific students' rating system,because the present students' evaluation systems are mostly introduced directly from abroad or Eqted via teaching administration experience.…”

Section: Introductionmentioning

confidence: 99%

A Rough Sets Approach to Teaching Quality Evaluation Modeling and Empirical Analysis

2016

Revista de la Facultad de Ingeniería

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Contrary to the strong subjectivity and weak measurability existing in the present teaching quality evaluation method, this paper firstly established teaching quality evaluation target system and calculation model based on the rough set by means of expert interviews, questionnaire survey from the four dimensions: teaching attitude, teaching contents, teaching method and teaching effect. The Fuzzy C-Means Cluster was also used to discretize the index data. Afterwards, by utilizing the algorithm of attribute reduction based on rough set theory, 17 indexes were simplified into 5; finally, based on the attributes significance, the model figured out the index weight automatically and forms decision table rank of teaching quality assessment. The empirical results indicated that the model could overcome the shortcomings in traditional teaching quality assessment, and the method proved to be effective and feasible.

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On Student Evaluation of Teaching and Improvement of the Teaching Quality Assurance System at Higher Education Institutions

Cited by 20 publications

References 0 publications

An analysis of current trends in higher education: the place and importance of students' learning experiences in quality assurance

An analysis of current trends in higher education: the place and importance of students' learning experiences in quality assurance

Connection of students’ academic performance and cognitive abilities with their psychological characteristics

A Rough Sets Approach to Teaching Quality Evaluation Modeling and Empirical Analysis

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