Using global student rating items for summative evaluation.

Cashin, William E.; Downey, Ronald G.

doi:10.1037/0022-0663.84.4.563

Cited by 129 publications

(200 citation statements)

References 31 publications

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“…A course that the student perceived as less demanding in content or workload would not be expected to translate into higher TEQ scores for that professor, in agreement with previous studies. 8,9,15 An instructor's winning personality was viewed as a positive feature and appeared to improve the TEQ score, yet was not considered a prerequisite for excellent teaching. The finding that instructor personality could influence TEQ outcome countered the conclusions of several other studies.…”

Section: Discussionmentioning

confidence: 99%

Pharmacy Students' Perceptions of a Teaching Evaluation Process

Surratt¹,

Desselle²

2007

Am J Pharm Educ

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Objective. To assess PharmD students' perceptions of the usefulness of Duquesne University's Teaching Effectiveness Questionnaire (TEQ), the instrument currently employed for student evaluation of teaching. Methods. Opinions of PharmD students regarding the TEQ were measured using a survey instrument comprised of Likert-type scales eliciting perceptions, behaviors, and self-reported biases. Results. PharmD students viewed student evaluation of teaching as appropriate and necessary, but conceded that the faculty members receiving the best evaluations were not always the most effective teachers. Most students indicated a willingness to complete the TEQ when given the opportunity but expressed frustration that their feedback did not appear to improve subsequent teaching efforts. Conclusion. The current TEQ mechanism for student evaluation of teaching is clearly useful but nevertheless imperfect with respect to its ability to improve teaching. Future research may examine other aspects of pharmacy students' roles as evaluators of teaching.

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Section: Discussionmentioning

confidence: 99%

Pharmacy Students' Perceptions of a Teaching Evaluation Process

Surratt¹,

Desselle²

2007

Am J Pharm Educ

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“…Marsh and Dunkin (1992) also note that "for feedback to teachers, for use in student course selection, and for use in research in teaching there appears to be general agreement that a profile of distinct components of SETs [students' evaluations of teaching effectiveness] based on an appropriately constructed multidimensional instrument is more useful than a single summary score" (p. 146). However, whether a multidimensional profile score is more useful than a single summary score for personnel decisions has turned out to be more controversial (see Abrami, 1985Abrami, , 1988Abrami, , 1989aAbrami, , 1989bAbrami and d'Apollonia, 1991;Rosenfield, 1993, 1996;Cashin and Downey, 1992;Cashin, Downey, and Sixbury, 1994;Hativa and Raviv, 1993;and Marsh, , 1991aand Marsh, , 1991band Marsh, , 1994.…”

Section: Identifying Instructional Dimensions Important To Effective mentioning

confidence: 99%

Identifying Exemplary Teachers and Teaching: Evidence from Student Ratings1

Feldman

The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective

213

163

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Formal or systematic evaluation by college students of their teachers has long been used to help students in their selection of courses, to provide feedback to faculty about their teaching, and to supply information for administrators and personnel committees in their deliberations on the promotion and tenure of individual faculty members. Moreover, with the increasing emphasis that many colleges and universities are currently putting on good teaching and on designating, honoring, and rewarding good teachers, the use of student ratings is, if anything, likely to increase. Yet, for all their use, student ratings of instructors and instruction are hardly universally accepted. It is no secret, for example, that some college teachers have little regard for them. For these faculty, student evaluations of teachers (or courses)-whether sponsored by the university administration, facultydevelopment institutes, individual academic departments, or studentrun organizations-are not reliable, valid, or useful, and may even be 1 This paper is based on an earlier one

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“…Thus, amid these serious allegations about the quality of teaching effectiveness scales, further investigation is warranted. In support of this thought, Cashin and Downey (1992) contended that the main objective of the teaching effectiveness assessment is to make an objective description and accurate judgment of effective teaching as accurately as possible and to control all irrelevant variables other than the instructor's teaching effectiveness. Hence, the researcher's task is not to evaluate why an instructor is effective or ineffective or how the performance of instructors can be improved, but rather to follow a diagnostic process of the situation under study.…”

Section: Introductionmentioning

confidence: 99%

A Psychometric Evaluation of Two Teaching Effectiveness Scales

Ibrahim¹

2012

JSD

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The call for teaching accountability in higher education initiated teaching effectiveness research and its scales development. Attention in many institutions of higher learning has been diverted recently to the improvement of teaching performance as another way besides academic research to promote the higher institutions. The diversity of attention is a response to external calls for accountability in teaching as a result of the under-estimation of the significance of the teaching process compared to research activities. As research on teaching effectiveness has increased, so has the number of different measures of teaching effectiveness. Hence, in this article, the researchers examined the psychometric properties of two teaching effectiveness scales, namely the Marsh Student Evaluation of Educational Quality (1987) and Mahfooz Ansari and Mustafa Achoui Ansari Teaching Feedback Survey (2000) in terms of their factorial and construct validity. A total of 1504 3 rd and 4 th year and postgraduate students were selected from four renowned Malaysian public Universities, namely USIM, UM, UPM and IIUM. The study found that although the two scales were constructed to assess teaching effectiveness in higher institutions, the Marsh scale was extensively used in the literature and more comprehensive in relation to the numbers of factors. The study found that although there is room for improvement for both scales, the Marsh's scale is psychometrically more sound, and theoretically more comprehensive than Ansari and Ansari's scale.

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Using global student rating items for summative evaluation.

Cited by 129 publications

References 31 publications

Pharmacy Students' Perceptions of a Teaching Evaluation Process

Pharmacy Students' Perceptions of a Teaching Evaluation Process

Identifying Exemplary Teachers and Teaching: Evidence from Student Ratings1

A Psychometric Evaluation of Two Teaching Effectiveness Scales

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