Student Evaluation of College Teaching Behaviors Instrument: A Factor Analysis

Greenwood, Gordon; Bridges, Charles M.; Ware, William R.; McLean, James E.

doi:10.2307/1980394

Cited by 13 publications

(4 citation statements)

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“…Faculty self-assessment is a process in which faculty members evaluate their own competence, knowledge, performance, beliefs and personal development (4). Faculty evaluation by students is also a common method of faculty assessment in universities that helps authorities in decision making regarding improvement of educational effectiveness (5)(6)(7).…”

Section: Introductionmentioning

confidence: 99%

Educational Performance of Faculty Members from the Students and Faculty Members’ Point of View in Golestan University of Medical Sciences

Golsha

Sheykholeslami

Charnaei

et al. 2020

jcbr

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Background and objectives: Educational appraisal plays a pivotal role in determining and promoting the educational quality and ensuring its continuous improvement. The performance of faculty members, characterized as the major building blocks of universities, makes significant contribution to the output of an educational system. Thus, the current study sets out to compare the results of the faculty members' self-assessment and the students' assessment of their educational performance in Golestan University of Medical Sciences, Iran. Methods: This¬ cross-sectional, descriptive-analytical study was performed in academic years 2011-14 on faculty members and students at school of medicine in Golestan University of Medical Sciences, Iran. Data were collected using two questionnaires. Mean scores of educational performance were compared using the Mann-Whitney test. The Kappa and ICC agreement coefficient were used to assess the agreement between the professors and the students' views. All statistical analyses were performed in SPSS 18 at significance of 0.05. Results: Overall, 191 completed questionnaires related to 49 professors were collected. In addition, 109 self-assessment questionnaires were collected from 48 faculty members. Of 191 professors, 34.6% were women, 65.4% were men, and 78.8% were assistant professors. In addition, the mean work experience was 12.3 ± 6.88 years. By comparing the highest and lowest self-assessment scores of the professors, of 191 professors, 31 (16.23%) assessed themselves with the highest score, which determined their strengths in explicit expression and full explanation of the content of the course, the perfect use of class time for educational activities, proper communication with colleagues, and responsibility for carrying out organizational tasks. Moreover, 25 (13.08%) of the professors assessed themselves with the lowest score mainly due to lack of research activities. A partially significant convergence was observed between the students and the faculty members' assessment scores. Conclusion: The convergence between the students' ideas and that of the faculty members questions the practical value of evaluation programs and highlights the necessity to deliver the resulting outcome to the faculty members.

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Section: Introductionmentioning

confidence: 99%

Educational Performance of Faculty Members from the Students and Faculty Members’ Point of View in Golestan University of Medical Sciences

Golsha

Sheykholeslami

Charnaei

et al. 2020

jcbr

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“…Also in researches by “Zohour”, “Eslaminejhad”, “Raoofi”, “Mozafari”, Shabani Varaki” et al, “Sharifian” [ 18 ]. [ 19 ], “Greenwood” et al (2001-2010) ( 20 , 21 ) were discussed measures of Effective Teaching in Higher Education includes: a) Skill in using a variety of teaching methods; b) Student-teacher relationships; c) Evaluating; d) Feedback and using designed lesson; e) Class management; f) Organization, logical connection of subjects; g) Having high expectations of learners; h) Planning. In this research, of the above mentioned skills, 5 skills includes: planning, organization, evaluating, teaching Method, Meme; are regarded as a basic skills in the teaching process.…”

Section: Introductionmentioning

confidence: 99%

The Role of Human Resources Management on Enhancing the Teaching Skills of Faculty Members

Rafiei

Davari

2015

Mater Sociomed

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Introduction:Human performance in organizations reflects on the knowledge, skills, behaviors, and values. Since the abilities and skills will help the organization to better performance and productivity, any expenditure on education and development is a long term investment that as long as the organization can benefit from it. The aim of this research is assessment of influence of structured workshops by resource management at different levels of acquaintance, skills, updates, and upgrades in field of teaching before teaching for invited professors and tuition.Methodology:So in a case study in the first semester of the academic year of 91- 92, 30 teachers with no teaching experience in tuition PNU after internal interview was selected as a sample. Then their awareness of indicators of effective teaching and training allowance of two categories before and after the workshop assessed and evaluated by a questionnaire.Results:The results of descriptive and inferential statistical analysis indicates that the 52/4% of the professors of the age group 25-30, and 38/1% are in the age group 31-36. Also 76/2% percent of teachers have graduated from the National University and the rest of the teacher have graduated from Azad or Payamenoor University. Also there is significant difference between the knowledge of laws and regulations and effective teaching index before and after the workshop on four indicators: evaluation of students, teaching methods, planning, behavioral patterns and rules and regulations PNU. So it shows the impact of targeted workshops and the role of education experts in the process of recreating human resource management in higher education systems.

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“…Therefore, this is in disagreement with the current notion that students fill out evaluation forms inaccurately and without enough attention. 20 , 21 Nevertheless, the effects of viewpoints and attitudes of peers and students in changing the dominant culture and environment of the school should not be ignored. 20 Sometimes, it is considered a conspiracy to be against or in favor of one faculty member.…”

Section: Discussionmentioning

confidence: 99%

“… 20 , 21 Nevertheless, the effects of viewpoints and attitudes of peers and students in changing the dominant culture and environment of the school should not be ignored. 20 Sometimes, it is considered a conspiracy to be against or in favor of one faculty member. 22 Lack of sufficient explanation to students about how to complete evaluation forms or lack of enough motivation for doing so can influence evaluation results.…”

Section: Discussionmentioning

confidence: 99%

The trend of changes in the evaluation scores of faculty members from administrators’ and students’ perspectives at the medical school over 10 years

Yamani

Changiz

Feizi

et al. 2018

AMEP

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AimTo assess the trend of changes in the evaluation scores of faculty members and discrepancy between administrators’ and students’ perspectives in a medical school from 2006 to 2015.Materials and methodsThis repeated cross-sectional study was conducted on the 10-year evaluation scores of all faculty members of a medical school (n=579) in an urban area of Iran. Data on evaluation scores given by students and administrators and the total of these scores were evaluated. Data were analyzed using descriptive and inferential statistics including linear mixed effect models for repeated measures via the SPSS software.ResultsThere were statistically significant differences between the students’ and administrators’ perspectives over time (p<0.001). The mean of the total evaluation scores also showed a statistically significant change over time (p<0.001). Furthermore, the mean of changes over time in the total evaluation score between different departments was statistically significant (p<0.001).ConclusionThe trend of changes in the student’s evaluations was clear and positive, but the trend of administrators’ evaluation was unclear. Since the evaluation of faculty members is affected by many other factors, there is a need for more future studies.

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Student Evaluation of College Teaching Behaviors Instrument: A Factor Analysis

Cited by 13 publications

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Educational Performance of Faculty Members from the Students and Faculty Members’ Point of View in Golestan University of Medical Sciences

Educational Performance of Faculty Members from the Students and Faculty Members’ Point of View in Golestan University of Medical Sciences

The Role of Human Resources Management on Enhancing the Teaching Skills of Faculty Members

The trend of changes in the evaluation scores of faculty members from administrators’ and students’ perspectives at the medical school over 10 years

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Student Evaluation of College Teaching Behaviors Instrument: A Factor Analysis

Cited by 13 publications

References 0 publications

Educational Performance of Faculty Members from the Students and Faculty Members’ Point of View in Golestan University of Medical Sciences

Educational Performance of Faculty Members from the Students and Faculty Members’ Point of View in Golestan University of Medical Sciences

The Role of Human Resources Management on Enhancing the Teaching Skills of Faculty Members

The trend of changes in the evaluation scores of faculty members from administrators&rsquo; and students&rsquo; perspectives at the medical school over 10 years

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The trend of changes in the evaluation scores of faculty members from administrators’ and students’ perspectives at the medical school over 10 years