The unintended consequences of grading teaching

Smith, Holly

doi:10.1080/13562517.2012.744437

Cited by 12 publications

(5 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In related work, Baldwin and Blattner ( 2003 ) suggested that because SETs may be biased, alternative evaluation measures should be considered. Smith ( 2012 ) noted that SETs are used for both professional development and employment decisions, setting up tensions. These tensions are especially pronounced, given questions about the validity and reliability of SETs as well as peer observation of teaching.…”

mentioning

confidence: 99%

Gender, Teaching Evaluations, and Professional Success in Political Science

Martin

2016

APSC

View full text Add to dashboard Cite

Evaluations of teaching effectiveness rely heavily on student evaluations of teaching. However, an accumulating body of evidence shows that these evaluations are subject to gender bias. Theories of leadership and role incongruity suggest that this bias should be especially prominent in large courses. This article examines publicly available data from two large political science departments and fi nds that female instructors receive substantively and signifi cantly lower ratings than male instructors in large courses. The author discusses the implications of apparent gender bias in teaching evaluations for the professional success of female faculty. Findings of gender bias in evaluations in other fi elds also hold in political science and are particularly problematic in the evaluation of large courses.

show abstract

mentioning

confidence: 99%

Gender, Teaching Evaluations, and Professional Success in Political Science

Martin

2016

APSC

View full text Add to dashboard Cite

show abstract

“…By 2010 most HEIs either provided an introductory professional development program or had their faculty undergo such programs elsewhere (Gosling, 2010). Peer review of teaching has increasingly been used in the United States and the United Kingdom for higher education teachers' professional development, promotion, contract renewal, tenure, and/or merit pay to maintain quality in HEIs (Ackerman, et al, 2009;Smith, 2012). Among the domains used, peer review of teaching involves the domain of teaching practices as well (Chism, 2007;McMahon et al, 2007).…”

Section: Faculty Development Programsmentioning

confidence: 99%

Professional Development for Effective Teaching in Higher Education

KIZILTEPE¹,

Sali²

2021

Intern. j., high. educ. pedag.

View full text Add to dashboard Cite

Improved instruction leads to effective student learning, which is one of the key elements for the success of the higher education institutions. Most faculty members begin teaching professionally based on their experiences as university students, without completing any formal professional development program. The aim of this study is to investigate the needs of faculty members in a newly established private university in Istanbul to improve their teaching and learning process. Findings are based on the answers of 200 faculty members aged between 25 and 75. Besides the demographic information which included if they have had any professional development program, the study entailed a checklist. Whether they needed information about distance education (teaching methods, measurement and evaluation, student relationships); face to face education; (teaching methods, active teaching techniques, critical thinking, classroom discussion, effective techniques for large and small classes, differentiation, classroom management); and general information (techniques to cope with stress, learning styles and strategies, syllabus design, to evaluate student learning, student centered learning, increase student motivation, teaching technologies) are among the items of the checklist. Results showed that the 97% of the respondents had never had a professional development program before. While measurement and evaluation were the areas that they felt they needed to be informed the most, classroom management was the least one. As a result, a professional development program for all faculty members was highly recommended to the institution.

show abstract

“…The use of student voice as a proxy for quality teaching via student evaluations of teaching (SET) has a long history, predating recent concerns with the neoliberal turn within the higher education sector. While such practices are lauded for giving students' a voice in evaluating their teaching experience (see useful summary discussion in Moore and Kuol, 2005), concerns have been raised regarding the use of these metrics within probation and promotions processes (Hornstein, 2017), relating to influences on student perceptions (Santhanam and Hicks, 2002), that SETs encourage leniency in marking (Wang and Williamson, 2020), as discouraging innovative teaching (Harland and Wald, 2018), and in relation to (unconscious) bias amongst students when completing these activitieswith evidence demonstrating that age, gender and BAME status influence student responses (see Reid, 2010;Smith, 2012). Nonetheless, SETs continue to be viewed as a key student voice activityboth by HE institutions, and understood as such by students themselves.…”

Section: Student Engagementmentioning

confidence: 99%

The new tyranny of student participation? Student voice and the paradox of strategic-active student-citizens

Mendes

Hammett

2020

Teaching in Higher Education

View full text Add to dashboard Cite

Student in governance and decision-making has become ubiquitous in higher education, evolving from buzzword to orthodoxy. Student engagement measures have become instruments of quality control, with students expected to take an active role in shaping institutional policy and practice. In this paper, we argue that this ubiquity of demands for student engagement has served to hollow-out and depoliticise student voice practicesdrawing upon Cooke and Kothari's seminal ( 2001) work in development studies to ask whether student voice has become a new tyranny of participation? In developing this argument, we identify how students are expected to be both strategic, instrumental consumers and active citizens of their university. This results in the paradox of the strategic active student citizen.

show abstract

The unintended consequences of grading teaching

Cited by 12 publications

References 11 publications

Gender, Teaching Evaluations, and Professional Success in Political Science

Gender, Teaching Evaluations, and Professional Success in Political Science

Professional Development for Effective Teaching in Higher Education

The new tyranny of student participation? Student voice and the paradox of strategic-active student-citizens

Contact Info

Product

Resources

About