Teachers' approaches to teaching and responses to student evaluation in a problem‐based medical program

Hendry, Graham D.; Lyon, Patricia M.; Henderson‐Smart, Cheryl

doi:10.1080/02602930600801894

Cited by 29 publications

(11 citation statements)

References 18 publications

(20 reference statements)

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“…Moreover, students (Chen and Hoshower 2003;Spencer and Schmelkin 2002) and teachers (Nasser and Fresko 2002) identify improved teaching and student learning as main purposes of student evaluation. Despite an overall aim to improve teaching and the generally positive attitudes of academics towards evaluations (Beran and Rokosh 2009;Hendry et al 2007;Nasser and Fresko 2002;Stein et al 2013), studies conclude that the actual use of evaluation data for these purposes is low Kember et al 2002;Stein et al 2013).…”

Section: Student Evaluation In Higher Educationmentioning

confidence: 99%

“…Research has identified several explanations for why academics do not use survey responses: superficial surveys (Edström 2008), low desires to develop teaching (Edström 2008;Hendry et al 2007), little support with respect to how to follow up the data (Marsh and Roche 1993;Neumann 2000;Piccinin et al 1999), absence of explicit incentives to make use of these data (Kember et al 2002;Richardson 2005), time pressure at work (Cousins 2003), scepticism as to the relevance of students' feedback in teaching improvement (Arthur 2009;Ballantyne et al 2000) and a belief that these surveys are mainly collected as part of audit and control (Harvey 2002;Newton 2000). Well-known biases in student evaluation might also play a role in academics' scepticism towards use of student evaluation data for improvement of teaching (Stein et al 2012).…”

Section: Student Evaluation In Higher Educationmentioning

confidence: 99%

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Discrepancies in purposes of student course evaluations: what does it mean to be “satisfied”?

2020

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Student evaluation of teaching is a multipurpose tool that aims to improve and assure educational quality. Improved teaching and student learning are central to educational enhancement. However, use of evaluation data for these purposes is less robust than expected. This paper explores how students and teachers perceive how different student evaluation methods at a Norwegian university invite students to provide feedback about aspects relevant to their learning processes. We discuss whether there are characteristics of the methods themselves that might affect the use of student evaluation. For the purpose of this study, interviews with teachers and students were conducted, and educational documents were analysed. Results indicated that evaluation questions in surveys emerged as mostly teaching-oriented, non-specific and satisfaction-based. This type of question did not request feedback from students about aspects that they considered relevant to their learning processes. Teachers noted limitations with surveys and said such questions were unsuitable for educational enhancement. In contrast, dialogue-based evaluation methods engaged students in discussions about their learning processes and increased students' and teachers' awareness about how aspects of courses improved and hindered students' learning processes. Students regarded these dialogues as valuable for their learning processes and development of communication skills. The students expected all evaluations to be learning oriented and were surprised by the teaching focus in surveys. This discrepancy caused a gap between students' expectations and the evaluation practice. Dialogue-based evaluation methods stand out as a promising alternative or supplement to a written student evaluation approach when focusing on students' learning processes.

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Section: Student Evaluation In Higher Educationmentioning

confidence: 99%

Section: Student Evaluation In Higher Educationmentioning

confidence: 99%

Discrepancies in purposes of student course evaluations: what does it mean to be “satisfied”?

2020

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“…Considering the both there have been useful tips for improvement in teachers behaviour. Hendry et al (2007) explored the relationship between teachers' approaches to teaching and responses to qualitative student feedback in a problem-based medical program. Results were that most teachers report making changes to their teaching in response to students' suggestions at least sometimes.…”

Section: Introductionmentioning

confidence: 99%

Effects of Student Feedback on Teaching Competence of Student Teachers: A Microteaching Experiment

Chawla

Thukral²

2011

CONTEMP EDUC TECHNOL

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This study is an attempt to evaluate the effects of student feedback in developing teaching competence among student teachers. The study was conducted on ten student-teachers of one of the reputed colleges of Panjab University using single-group pretest-posttest design. The efficiency of employing all the selected skills has been calculated by using observation schedule cum rating scale for each skill. The efficiency has been found to be greater than 83% in case of all the student-teachers trained through student feedback. The coefficient of correlation between Efficiency of Using Five Selected Teaching Skills and Posttest Baroda General Teaching Competence Scale Score has been found to be 0.260. Also, 10% of the student-teachers move from average to high performance category on Stanine scale. In brief, student feedback has been found to be effective in improving the general teaching competence of student-teachers.

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“…Hendry, Lyon and Henderson-Smart (2007) commented that valuable comments from student feedback helps to improve teaching. Gibbs and Simpson (2004), on the other hand, are of the view that feedback from students potentially helps one to distinguish between the best curriculum and the worst curriculum.…”

Section: Benefits Of Student Feedbackmentioning

confidence: 99%

Improving Service Quality in Our Classrooms: Student Feedback as a Quality Mechanism for Teaching

Surujlal¹

2014

MJSS

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Teachers' approaches to teaching and responses to student evaluation in a problem‐based medical program

Cited by 29 publications

References 18 publications

Discrepancies in purposes of student course evaluations: what does it mean to be “satisfied”?

Discrepancies in purposes of student course evaluations: what does it mean to be “satisfied”?

Effects of Student Feedback on Teaching Competence of Student Teachers: A Microteaching Experiment

Improving Service Quality in Our Classrooms: Student Feedback as a Quality Mechanism for Teaching

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