The<scp>teval</scp>experience, 1983–88: The impact of a student evaluation of teaching scheme on university teachers

Baxter, E. Paul

doi:10.1080/03075079112331382954

Cited by 22 publications

(6 citation statements)

References 8 publications

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“…Tagomori and Bishop 1995;Marques, Lane, and Dorfman 1979;Monroe and Borzi 1989;Spencer 1992;Ornstein 1990;Ryan, Anderson, and Birchler 1980;Baxter 1991Centra 1993Haskell 1997a Franklin andTheall 1989 Hofman Further research on the teacher-student "relationship" and its impact on student learning, SETs, etc: Do student and teacher attitudes correlate with SETs? Do student and teacher attitudes correlate with student performance?…”

Section: Improving Sets: Suggestions For Future Researchmentioning

confidence: 99%

Student Evaluation Of College Teaching: A Practice In Search Of Principles

et al. 2004

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and his colleagues Remmers and Brandenburg 1927). Centra (1993) divided the body of work on student evaluation of college teaching (SET) into the following four historical time frames:1. 1927-60 was dominated by the work of Remmers and his colleagues at Purdue University who developed the Purdue Rating Scale for Instructors and conducted early psychometric analyses to support what was, at the time, quite an innovative method of evaluation (Remmers 1927).2. During the 1960s, the use of student evaluations was almost entirely voluntary.3. The 1970s were considered the "golden age of research" on student evaluations and extended the earlier work to demonstrate the validity and utility of student ratings for both formative and summative purposes. 134 COLLEGE TEACHING T Downloaded by [Nova Southeastern University] at 23:15 27 December 2014 Vol. 52/No. 4 Further research on contextual variables and SETs: What do written comments reveal about the SETs? Do students comment on factors that are out of control of the instructor (e.g., climate of the room, time of class meeting, technical problems, etc.)? Downloaded by [Nova Southeastern University] at 23:15 27 December 2014

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Section: Improving Sets: Suggestions For Future Researchmentioning

confidence: 99%

Student Evaluation Of College Teaching: A Practice In Search Of Principles

et al. 2004

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“…Use of student ratings feedback as an indicator of teaching quality is now a common feature in universities around the world. Contrary to popular beliefs, university teachers generally do endorse the collection of student ratings (Griffin, 2001;Baxter, 1991;McKeachie, 1997). A frequent complaint from teachers, however, is that the principal purpose for collecting student ratings is not necessarily teaching improvement but, rather, use of the data as a politically expedient performance measure for quality monitoring.…”

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confidence: 97%

Effectiveness of Consultation on Student Ratings Feedback: A Meta-Analysis

Penny

Coe

2004

Review of Educational Research

123

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Consultation on student ratings is recognized as an important strategy to support university teachers in learning from student ratings feedback. However, there is little evidence to suggest which practices and strategies are most important for successful consultation. As the use of student ratings increases, such evidence becomes increasingly important. The authors of this article performed an exploratory meta-analysis to determine the effects of various consultation strategies and to identify the conditions under which consultative feedback is most effective in improving teaching effectiveness. The results indicated that the various approaches to consultation are not equally effective. The authors suggest that only with use of certain consultation strategies might the benefits of support with student ratings feedback be maximized.

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“…This is known as the “leniency hypothesis”, that is, the higher the leniency level of a course, the better the student evaluation will be (reviewed by Wachtel, 1998). Baxter (1991) concluded that teaching designed to promote favorable student evaluations is at odds with good educational practice and effective student learning.…”

Section: What Medical Students Want From a Basic Science Course Is Usmentioning

confidence: 99%

“Anatomizing” reversed: Use of examination questions that foster use of higher order learning skills by students

Burns

2010

Anatomical Sciences Ed

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"Anatomizing" is a new verb some use to describe the breaking apart of a complex entity such as the human body, into isolated tidbits of information for study, which can never equal the complex, integrated whole. Although popular with first-year medical students, this practice of "tidbitting" anatomical information into easy to memorize facts or tables of facts does not prepare medical students for the inevitable task of dealing with the integrated structure-function of the human body, both normal and diseased, as patient managers. Examination questions drive the cognitive methods students will use to learn content. Asking students on examinations for recall of previously memorized tidbits fosters the cognitive learning behavior of only memorization. Examination questions, however, can be constructed that assess student understanding and integration of the content, that is, student use of cognitive and metacognitive methods of higher order learning that will foster high-quality learning producing better practitioners and lifelong learners. This kind of efficient student learning needs to begin in the first year of medical school.Learning more efficiently and at deeper levels of understanding is especially pertinent as the contact hours in anatomy courses continue to decrease.

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Thetevalexperience, 1983–88: The impact of a student evaluation of teaching scheme on university teachers

Cited by 22 publications

References 8 publications

Student Evaluation Of College Teaching: A Practice In Search Of Principles

Student Evaluation Of College Teaching: A Practice In Search Of Principles

Effectiveness of Consultation on Student Ratings Feedback: A Meta-Analysis

“Anatomizing” reversed: Use of examination questions that foster use of higher order learning skills by students

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