On the Effectiveness of Students’ Evaluative Feedback to University Instructors

Rotem, Arie; Glasman, Naftaly S.

doi:10.3102/00346543049003497

Cited by 59 publications

(18 citation statements)

References 59 publications

(86 reference statements)

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“…Teacher performance is clearly demonstrated in the learning process, and then it will produce good student achievement. Rotem and Glasman [6] describe good performance as it is seen from the results obtained in the assessment of learners' learning outcomes.…”

Section: Introductionmentioning

confidence: 93%

Principal Competency Correlation, Work Motivation, and Job Satisfaction on Teacher Performance

Putri¹,

Riyanto²,

Karwanto³

2018

Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018)

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This study aimed to examine the correlation of 1) principals' competence on teacher performance; 2) work motivation on teacher performance; 3) job satisfaction on teacher performance; and 4) headmaster competence, work motivation, and job satisfaction along with teacher performance. This research used a correlational quantitative method and the data were collected thorugh the principal competence questionnaire, work motivation and job satisfaction, and teacher performance observation sheet. The results of the study showed that: 1) the principals' competence has a positive and significant effect on the performance of the teachers of State Senior High Schools in Pamekasan sub-district; 2) work motivation of teacher performance on the teacher performance; and 3) job satisfaction on the teacher performance; while the highest significant effect is on 4) principals' competence, work motivation and job satisfaction to the teacher performance of State Senior High School in Pamekasan Sub-district.

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Section: Introductionmentioning

confidence: 93%

Principal Competency Correlation, Work Motivation, and Job Satisfaction on Teacher Performance

Putri¹,

Riyanto²,

Karwanto³

2018

Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018)

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“…Also the literature on the behavioral implications of SET mechanisms spans several decades. Rotem and Glasman (1979) provide an early warning on the source and nature of the bias that characterizes SET, and Kroman (1978) underlines how the teacher's and student's perspectives in SET may be both limited in their focus and incapable to take the other side's position properly into account. Brown and Saks (1987) analyze teachers' time allocation choices and consider how strategic behavior can affect them.…”

Section: The Under-recognized Social Dimension Of Setmentioning

confidence: 99%

Student evaluation of teaching, social influence dynamics, and teachers’ choices: An evolutionary model

Antoci

Brunetti²,

Sacco

et al. 2020

J Evol Econ

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The issue of Student Evaluation of Teaching has been explored by a large literature across many decades. However, the role of social influence factors in determining teachers’ responses to a given incentive and evaluation framework has been left basically unexplored. This paper makes a first attempt in this vein by considering an evolutionary game-theoretic context where teachers face a two-stage process in which their rating depends on both students’ evaluation of their course and on retrospective students’ evaluation of their teaching output in view of students’ performance in a related follow-up course. We find that both high effort (difficult course offered) and low effort (easy course offered) outcomes may emerge, leading either to a socially optimal outcome for teachers or not, according to cases. Moreover, there may be a potential conflict between the optimal outcome for students and for teachers. We also consider possible ways to generalize our model in future research.

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“…A number of extraneous variables are viewed as contributing to this lack of validity. These variables include instructor personality and popularity, sex and rank of the professor, class size, class level, and expected grade (Rotem & Glassman, 1979). For example, ratings were found to be marginally higher but not statistically significant in small classes, discussion classes, classes in the humanities (Seldin, 1993), and electives (Arden, 1989).…”

Section: Review Of Literaturementioning

confidence: 99%

Evaluation Of College Faculty: What Do Accounting Students Really Think?

Carruth

2004

TLC

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Student opinion surveys of teaching are widely implemented at the university level for many reasons. Faculty members use the input from students to improve their teaching while administrators often use the information for merit, and tenure and promotion decisions. The extensive use of student ratings is in part the result of the increased interest in improving teaching and the growing demand for greater accountability on the part of colleges and universities. At issue is the concern that students are asked to evaluate faculty on components of teaching deemed important by divisions of institutional research and not necessarily by faculty themselves. Final approval of student opinion surveys may be prematurely granted without sufficient input from consumers. The purpose of this paper is to explore issues surrounding the wide spread use of student opinion of teaching surveys for evaluative purposes and to describe the role of student ratings in judging teaching effectiveness. An extensive review of literature was used to construct a survey administered to 165 students enrolled in undergraduate and graduate accounting courses. Students were asked to rank effective teaching practices. The results of this survey guide faculty and administrators to understand, from students’ perspective, effective teaching practices. Conclusions are drawn concerning the appropriate use of the information obtained from student evaluations and the impact the student ratings have on the quality of instruction in colleges and universities.

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On the Effectiveness of Students’ Evaluative Feedback to University Instructors

Cited by 59 publications

References 59 publications

Principal Competency Correlation, Work Motivation, and Job Satisfaction on Teacher Performance

Principal Competency Correlation, Work Motivation, and Job Satisfaction on Teacher Performance

Student evaluation of teaching, social influence dynamics, and teachers’ choices: An evolutionary model

Evaluation Of College Faculty: What Do Accounting Students Really Think?

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