Student evaluations of teaching (SET): Guidelines for their use

Oermann, Marilyn H.; Conklin, Jamie; Rushton, Sharron; Bush, Peggy A.

doi:10.1111/nuf.12249

Cited by 17 publications

(14 citation statements)

References 27 publications

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“…Some researchers suggested that the evaluation time should depend upon the purpose of evaluations of teaching—teaching improvement or administrative decision making (McKeachie, 1997; Oermann et al, 2018). Wolfer and Johnson (2003) argued that, for the purpose of teaching improvement, the evaluation of teaching should be conducted during the semester or even at the beginning of the semester, because teaching improvement needs sufficient time, and evaluating at the end of the semester cannot help teachers to make adjustments in time.…”

Section: Discussionmentioning

confidence: 99%

“…This means that, in terms of dependability, when the number of students exceeds a certain value, the impact of the student number will be less obvious. It is unknown whether small classes tend to provide more positive evaluations than large classes (Chang and Hocevar, 2000; Wolfer and Johnson, 2003; Oermann et al, 2018). Future studies should consider the class size as a condition in assessing teachers' teaching quality rated by students.…”

Section: Discussionmentioning

confidence: 99%

“…It is notable that students' attitudes toward curricula may affect their evaluations on teachers (Wolfer and Johnson, 2003; Oermann et al, 2018). If students are interested in a curriculum itself, they may feel more enthusiastic about attending classes, and thus may rate their teachers more positively.…”

Section: Discussionmentioning

confidence: 99%

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A Multivariate Generalizability Theory Approach to College Students' Evaluation of Teaching

Hou

Wang

et al. 2018

Front. Psychol.

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Teachers' teaching level evaluation is an important component in classroom teaching and professional promotion in the institutions of higher learning in China. Many self-made questionnaires are currently being administered to Chinese college students to evaluate teachers' classroom teaching performance. Quite often, due to the absence of strong educational, and psychological measurements and theoretical foundations for these questionnaires, their dependability remains open to doubt. Evaluation time points, the number of students, major type, and curriculum type were examined in relation to college students' perceptions on their teachers' classroom teaching performance, using Teachers' Teaching Level Evaluation Scale for Colleges (TTLES-C). Data were collected in a sample of 556 students at two time points from three Chinese universities and were analyzed using multivariate generalizability theory. Results showed that evaluations at the beginning of the spring semester produced better outcomes than did evaluations at the end of the fall semester, and 20 student evaluators were sufficient to ensure good dependability. Results also revealed that the evaluation dependability of science curriculum appeared higher than that of liberal arts curriculum. Recommendations were discussed on the evaluation criteria and mode.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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A Multivariate Generalizability Theory Approach to College Students' Evaluation of Teaching

Hou

Wang

et al. 2018

Front. Psychol.

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“…Other schools of thought have also argued against the position of those who have little trust for students' evaluation and have indicated that students are capable of accurately evaluating the quality of their learning experiences, courses and/or instruction (Hativa 2013;Benton and Ryalls 2016;Oermann et al 2018). They further argue that contextual indicators, like poorly designed items, unfavourable occasion and students' perception of lecturers, which might result in inconsistent ratings and thus, when these factors are addressed, students will provide quality data.…”

Section: Introductionmentioning

confidence: 99%

Students' evaluation of the quality of teaching using generalisability theory: A case of a selected university in Ghana

Quansah

2020

SAJHE

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Students' evaluation of lecturers' quality of teaching has been a common practice in universities in Ghana and beyond. Data gathered from students are used to make vital decisions about lecturers such as promotion, training and development needs, among others. In recent times, the accuracy of students' ratings of teaching quality has been questioned by stakeholders due to several reasons. Previous studies have attempted to investigate this issue using classical test theory (CTT) which comes with its own flaws. Little attention has been paid to the applicability of Generalisability theory (GT) to students' evaluation of teaching in Africa. This study aims to assess the reliability of students' rating of teaching through the lens of GT. A three-facet partially nested random balanced design [(r x i x o): l] was adopted for this study. Student (rater), item, and occasion served as the facets and lecturer served as the object of measurement. Both G (generalisability) and D (decision) studies were conducted. The institution's evaluation questionnaire was adapted, validated and used for data collection. The sources of measurement error were accounted for by raters and lecturer-by-occasion interaction. Generally, the dependability index for the students' evaluation of teaching quality was low, signalling little trust for such data. It was recommended that a minimum of 25 students should be permitted to rate lecturers for each class using at least 20 evaluation items. Suggestions for further studies were made based on the findings.

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“…Course evaluations can be used for curriculum improvement, identifying student needs, and monitoring instructor or program success (Cronbach, ; Spooren et al, ; Oermann et al, ). These evaluations, therefore, have the potential to improve the student learning experience (Lam, ).…”

Section: Introductionmentioning

confidence: 99%

Beyond Average Information: How Q‐Methodology Enhances Course Evaluations in Anatomy

Brewer‐Deluce

Sharma

Akhtar–Danesh

et al. 2019

Anatomical Sciences Ed

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Course evaluations can be used for curriculum improvement and have the potential to better the student learning experience. However, because most are based on Likert scales and open‐ended feedback, understanding diversity in student opinion and uncovering optimal options for course change and improvement are often difficult. Alternatively, Q‐methodology can be used to investigate patterns of thought within a group and may offer greater potential for course reform. This manuscript offers a tutorial‐based explanation of the three components of Q‐methodology studies (1) survey instrument development, (2) data collection, and (3) analysis and interpretation, then demonstrates, via case study, the use of Q‐methodology to evaluate a fourth‐year undergraduate pathoanatomy course. The goal of this article is to enable the reader to broadly apply Q‐methodology in other courses to gain insight and feedback beyond that offered by traditional Likert scale methods. As demonstrated through the pathoanatomy case study, Q‐methodology highlights groups (denoted by factors) of like‐minded students that share opinions, preferences, and values. Overall, Q‐methodology analyses support course instructors in identifying areas of course strength and improvement in an evidence‐based way. This alternative to traditional Likert scales represents a promising solution to ongoing course evaluation limitations.

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Student evaluations of teaching (SET): Guidelines for their use

Cited by 17 publications

References 27 publications

A Multivariate Generalizability Theory Approach to College Students' Evaluation of Teaching

A Multivariate Generalizability Theory Approach to College Students' Evaluation of Teaching

Students' evaluation of the quality of teaching using generalisability theory: A case of a selected university in Ghana

Beyond Average Information: How Q‐Methodology Enhances Course Evaluations in Anatomy

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