Relevant bibliographies by topics / Curriculum evaluation. Sociology

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Curriculum evaluation. Sociology'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Curriculum evaluation. Sociology"

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KORKMAZ, Fahrettin, and Serkan UNSAL. "Analysis of Attainments and Evaluation Questions in Sociology Curriculum according to the SOLO Taxonomy." Eurasian Journal of Educational Research 17, no. 69 (May 20, 2017): 75–92. http://dx.doi.org/10.14689/ejer.2017.69.5.

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Marodama, Eskiel. "PERSEPSI MAHASISWA PADA PELAKSANAAN KURIKULUM PROGRAM MAGISTER PENDIDIKAN SOSIOLOGI." Jurnal Pendidikan Sosiologi dan Humaniora 12, no. 1 (April 16, 2021): 37. http://dx.doi.org/10.26418/j-psh.v12i1.46327.

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The purpose of this study was to determine students' perceptions of the implementation of the curriculum, be it about the curriculum, implementation, and evaluation curriculum learning process. The method used is the quantitative method and the form of research is the survey. The results of this study indicate that (1) the perception of students towards higher education curriculum that is organized by the Master Program in Sociology of Education FKIP UNTAN for 21.78% of the total score of 25, showed that the average student agrees to the curriculum of higher education conducted, ( 2) students 'perceptions of the organization of higher education curriculum that is organized by the Master Program in Sociology of Education FKIP UNTAN for 21.44% of the total score of 25, showed that the average student agrees to the curriculum of higher education conducted, (3) students' perceptions evaluation of higher education learning process organized by the Master Program Sociology Education FKIP UNTAN for 88.4% of the total score of 86, showed that the average student agrees to the evaluation of higher education learning process is implemented.
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Ragavan, Maya, Janine Bruce, Megan Bair-Merritt, Sarah Lucha, Jacqueline Maya-Silva, Emily Stebbins, and Lisa Chamberlain. "Building a Novel Health Curriculum for Survivors of Intimate Partner Violence Residing at a Transitional Housing Program." Violence Against Women 24, no. 3 (April 5, 2017): 266–85. http://dx.doi.org/10.1177/1077801217697206.

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We used a community-based participatory research approach to develop, implement, and evaluate one of the first health curricula for female intimate partner violence (IPV) survivors residing at a transitional housing program. The curriculum comprised 12 workshops that were developed based on the survivors’ experiences, needs, and interests. Evaluation participants included 20 of the 37 women who attended at least one workshop, 12 workshop facilitators, and two housing center staff. Participants found the curriculum to be engaging, interactive, and helpful in building a supportive community. Suggestions for curricular improvement as well as opportunities for further research and curricular development are discussed.
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Hasanova, Samira. "A Qualitative Evaluation on Fiqh Education from İmam Hatip High Schools to Theology Faculties." SHS Web of Conferences 48 (2018): 01054. http://dx.doi.org/10.1051/shsconf/20184801054.

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Fiqh (Islamic law) has a central place in religious education. This paper attempts to attract attention to the central position of fiqh, which is defined as knowing one’s rights and duties; for this purpose the historical background of fiqh education from Ottoman madrasahs to the present is briefly covered, and its relation with basic Islamic sciences and Arabic, which is known as instrumental sciences, is displayed in the context of quality of education. In the paper the negative and positive aspects of the reflection of acquisitions on faculty education of İmam Hatip high school graduates in the case that they enter theology faculty are examined. Fiqh is related to such disciplines as construction, hadith and kalam based on religion; but it is also connected with such disciplines as philosophy, sociology and psychology which are not based on religion. The paper emphasizes the importance of including new fields such as Islamic law sociology and Islamic law philosophy in theology curricula and discussion is made on the necessity to open a space in the curriculum for these fields. The purpose here is to examine the problems in fiqh education in the process from İmam Hatip high schools to university and evaluate them from the perspective of students, lecturers and the curriculum.
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Migliaccio, Todd, and Jacqueline Carrigan. "Producing Better Writers in Sociology: A Programmatic Approach." Teaching Sociology 45, no. 3 (April 19, 2017): 228–39. http://dx.doi.org/10.1177/0092055x17705702.

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High-quality undergraduate student writing is a common and important objective for sociology programs while at the same time a continuous challenge. Programs often struggle to address writing adequately because of the difficulty of fully evaluating student writing and responding to any identified limitations, largely because of the impact on faculty workload. A comprehensive evaluation followed by a response to student writing in a large program was conducted by all faculty members. The result of the student writing analysis was the development of a departmental writing rubric, along with programmatic response to identified writing issues. After evaluation of student writing, key areas were identified with which students struggled (argumentative thesis development, citation, revision). These limitations were addressed using a consistent approach that was integrated into the core curriculum to address student writing in a more systematic manner, which minimized the impact on faculty workload.
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Keating, Mike, Cathal O'Siochru, and Sal Watt. "Dumbing down or beefing up the curriculum? Integrating an 'academic skills framework' into a first year sociology programme." Learning and Teaching 2, no. 2 (June 1, 2009): 66–95. http://dx.doi.org/10.3167/latiss.2009.020205.

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This article describes a C-SAP-funded project evaluating the introduction of a new tutorial programme for first year Sociology students, which sought to integrate a 'skills framework' to enable students to develop a range of academic skills alongside their study of the subject.The pegagogical and institutional background to the decision to adopt this 'integrated' approach is summarised and the staff and student experiences are then evaluated using both quantitative and qualitative methods. Primarily concerned with evaluating staff and student responses to the new programme, this paper also raises some issues with regard to the methodologies of evaluation.
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Otok, Robert, Katarzyna Czabanowska, and Anders Foldspang. "Public health educational comprehensiveness: The strategic rationale in establishing networks among schools of public health." Scandinavian Journal of Public Health 45, no. 7 (November 2017): 720–22. http://dx.doi.org/10.1177/1403494817738498.

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The establishment and continuing development of a sufficient and competent public health workforce is fundamental for the planning, implementation, evaluation, effect and ethical validity of public health strategies and policies and, thus, for the development of the population’s health and the cost-effectiveness of health and public health systems and interventions. Professional public health strategy-making demands a background of a comprehensive multi-disciplinary curriculum including mutually, dynamically coherent competences – not least, competences in sociology and other behavioural sciences and their interaction with, for example, epidemiology, biostatistics, qualitative methods and health promotion and disease prevention. The size of schools and university departments of public health varies, and smaller entities may run into problems if seeking to meet the comprehensive curriculum challenge entirely by use of in-house resources. This commentary discusses the relevance and strength of establishing comprehensive curriculum development networks between schools and university departments of public health, as one means to meet the comprehensiveness challenge. This commentary attempts to consider a two-stage strategy to develop complete curricula at the bachelor and master’s as well as PhD levels.
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Aizawa, Shinichi. "National vigor and international silence: The background and development of Japanese sociology of education." International Sociology 36, no. 2 (March 2021): 206–18. http://dx.doi.org/10.1177/02685809211005352.

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This article addresses topics related to Japanese sociology of education over the past three decades. The main academic interests of Japanese sociology of education have been educational choice and socialization in secondary education, topics also discussed in Durkheim’s masterwork, L’Évolution pédagogique en France. The interests of Japanese researchers in the sociology of education were aroused because of drastic changes in the youth labor market in the mid-1990s and national curriculum reforms influenced by international educational evaluation, such as the Programme for International Student Assessment, in the 2000s. Though the number of empirical studies has increased substantially over the past two decades, this field must make efforts to develop its theoretical sophistication in order to connect to worldwide research on sociology of education.
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Jones, Loring, Thomas Packard, and Kristen Nahrstedt. "Evaluation of a Training Curriculum for Inter-Agency Collaboration." Journal of Community Practice 10, no. 3 (October 2002): 23–40. http://dx.doi.org/10.1300/j125v10n03_02.

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Stück, Elisabeth, Martin Wazlawik, Jasmin Stehr, Susanne Sehner, Daniel Schwerdt, Bernd Christmann, and Arne Dekker. "Teaching About Sexualized Violence in Educational and Clinical Institutions: Evaluation of an Interdisciplinary University Curriculum." Sexuality Research and Social Policy 17, no. 4 (February 19, 2020): 700–710. http://dx.doi.org/10.1007/s13178-019-00427-8.

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Abstract Introduction Sexualized violence is still a rather avoided topic in teaching at German universities, even though a remarkable proportion of the German population experienced child sexual abuse, including many in institutional settings (e.g., schools, clubs of leisure activities). This study examines the effectiveness of an interdisciplinary university curriculum about sexualized violence in educational and clinical institutions. Methods Students participated in seminars about sexualized violence, sexual socialization and education, and professionalism and ethics. In 2017/2018, n = 156 students assessed the curriculum before, immediately after and/or 6 months after participating. The assessment covers knowledge about and confidence in handling issues of sexualized violence and attitudes toward sex-related myths. The same questionnaires were used in a control group (n = 54). Results In the curriculum group, self-assessed and declarative knowledge improved, the students were more confident in their abilities to handle issues of sexualized violence in a professional way, and sex-related myths were rejected even more strongly after the curriculum. Conclusion The findings suggest that awareness and knowledge about sexualized violence in institutions can be increased and sustained through the use of the curriculum “Sexualized Violence in Institutions.” These encouraging results suggest that the curriculum should be taught in pedagogical and clinical disciplines at more universities. Policy Implications In view of the decentralized education system in Germany and the freedom of research and teaching at German universities, the curriculum can only be implemented on a voluntary basis. However, in terms of education policy, such an implementation could be supported by state-funded programs that provide lecturers both with necessary qualifications and necessary resources.
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Dissertations / Theses on the topic "Curriculum evaluation. Sociology"

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Wood, John E. "The Evaluation of the Outcomes of Work Ethic Curriculum| A Report on the Perceptions from Faculty and Students." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10129044.

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The purpose of this study was to compare the work ethic attitudes and behaviors of entering Ethos freshmen to students who were about to graduate. Data was collected by two means, first by using the Multidimensional Work Ethic Profile (MWEP) instrument and the second by analyzing existing work ethic grades issued by faculty. The dependent variables were the seven dimensions of work ethic in the MWEP and the five Ethos work ethic traits. The population for this study consisted of members of the freshman and graduating classes from the 2013-2014 and 2014-2015 school years. A purposive sample was taken from work ethic surveys and the work ethic grades of the selected college students, comprising a sample believed to be representative of the total population. Data analysis involved descriptive statistics. Descriptive statistics were used to summarize the results and to determine whether there was a significant difference between the means of freshmen and graduates’ self-assessments. Similar methods were used to analyze and report any differences in the means of freshman and graduate work ethic grades awarded by faculty.

Results should be considered baseline information for Ethos College leadership to consider and to improve upon. Recommendations for future study include replicating this study for present and future classes, to look for trends in work ethic as curriculum develops and evolves. The overarching research question was, does the teaching and methodology at Ethos improve the work ethic of its students? Student survey data and the faculty-awarded work ethic grades were used to determine if there was value added from the training provided by Ethos leadership and faculty. The Ethos Board of Trustees, President, Office of Education, Academic Dean, and the Vice President of Education, the college’s chief academic officer, were accountable for providing quality educational processes in all areas of education at the college. There were mixed results in the evidence that the college was successful in this important discipline impacting student-learning outcomes.

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Conner, Anita Marie. "Investigation of the Association between Attendance in Preschool Programs and Achievement of Elementary School Students in Greeneville, Tennessee." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1907.

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The purpose of this study was to determine if a difference in achievement test scores exists between students who attended preschool and those who did not as measured by standardized achievement test scores of students in the 3rd and 4th grades. The variables of grade level and gender were also considered. The population consisted of students who attended 4th and 5th grades during the 2007-2008 school year in the Greeneville City Schools. Data gathered were from Tennessee Comprehensive Assessment Program achievement test scores obtained from the 2006-2007 school year. Analysis of variance was used to identify any relationship between variables. The investigation of the relationship between attendance in preschool and achievement test scores might assist educators in planning the implementation of future preschool programs within the public school setting. Although the information gleaned is specifically beneficial to Greeneville City Schools, other school systems seeking information on the relationship between attendance in preschool programs in relation to achievement test scores might find this study to be of importance. Findings in this study did not show significance of preschool attendance within the Greeneville City Schools in relation to achievement test scores. Scale scores were tested in this model for both 3rd- and 4th-grade achievement scores. These scores consisted of language arts, math, science, and social studies. All areas tested were found to have no significance for (a) gender, (b) attendance in a preschool program, and (c) interaction between gender and attendance in a preschool program within the Greeneville City Schools.
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Stavrou, Sophia. "Réforme de l'Université et transformations curriculaires : des activités de recontextualisation aux effets sur les savoirs : Les universités françaises et le cas des masters en sciences humaines et sociales." Thesis, Aix-Marseille, 2012. http://www.theses.fr/2012AIXM3016.

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Cette recherche examine les transformations actuelles de l'enseignement universitaire, à partir d'une approche sociologique des curricula. Elle interroge l'action de recontextualisation des curricula et des savoirs dans sa double dimension sociale. D'une part, cette action est menée par une base sociale au sein d'une arène où différents groupes d'agents avec des fonctions spécialisées sont en relation: agents pédagogiques, évaluateurs nationaux et universitaires des formations, producteurs de politiques de l'enseignement supérieur. D'autre part, cette action de recontextualisation porte ses traces dans la structuration interne des curricula, à travers des opérations sociales de sélection et d'organisation des savoirs. Les constats s'appuient sur une analyse qualitative qui associe plusieurs types de matériaux, articulant pratiques et contenus: récits de pratique d'agents universitaires, documents officiels et rapports d'évaluation, programmes d'enseignement des masters professionnels en sciences humaines et sociales. L'analyse permet de mettre en lumière les caractéristiques et les enjeux épistémiques et sociaux de la "régionalisation" des savoirs, générée par la projection des curricula dans des activités professionnelles au sein des champs socio-économiques. Elle permet aussi d'éclairer les enjeux de la construction du débat sur le changement curriculaire: la manière dont le contrôle institutionnel pèse sur la définition des orientations du changement, mais aussi les possibilités d'une révision collective du problème de la transmission des savoirs
This research examines the current changes in higher education, using a sociological approach to the curricula. The thesis questions the recontextualisation of curricula and of knowledge in its double social dimension. The first dimension refers to the social basis of the process. The recontextualisation takes place within an arena where a variety of groups with specialised functions are in relation: pedagogic agents, national and university experts, producers of higher education policies. The second dimension refers to the effects these actions have on the internal structuring of curricula, through social selection and organisation of knowledge. The findings are based on a qualitative analysis crossing data, by articulating practices and contents. Included are interviews with university agents, official documents and assessment reports in addition to programmes of study of "professional masters" in humanities and social sciences. The analysis reveals the epistemic and social stakes of the phenomenon of "regionalisation" of knowledge, generated by a projection of the curricula to socio-economic activities. It also sheds light on questions about the construction of the debate on curriculum change: what, precisely, is the role played by the institutional control in the definition of orientations for change, as well as what are the possibilities of a collective revision of the problem of the transmission of knowledge
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Catania, Charles A. "Preparing Global Leaders: A Program Evaluation of a Train the Trainer Model for Children's International Summer Villages." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1312485810.

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Smith, Kevin J. "A Critical Discourse Analysis of Developing the Curriculum Cymreig:The Language of Learning Welshness." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1292251849.

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Houston, Natasha. "Evaluation of a Family-Centered Parenting Program for Culturally Diverse High-Risk Families." Thesis, NSUWorks, 2008. https://nsuworks.nova.edu/fse_etd/21.

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The purpose of this study was to evaluate the effectiveness of a family-centered parenting program for culturally diverse high-risk families using science-based curricula and evaluation tools. Despite the evidence supporting the effectiveness of parenting education, there are still limitations to the current body of knowledge. Research has been conducted primarily with middle-class European American mothers. Less is known about parenting education with culturally and economically diverse families. In addition, much of the additional research targeted well-functioning families. High-risk families are less likely to participate in parenting programs and research studies. Most programs do not use evidence-based curricula or conduct evaluations using valid reliable measures. Last, most programs work solely with the parent and do not have a family-centered approach. Including children suggests the entire family learns together and has a better opportunity to build family cohesion. This study utilized a science-based curricula parenting program for at-risk families. The sample population included 31% Caucasian, 2% Hispanic, 66% Native American, and 1% of other races combined. Quantitative data reflected that overall parenting scores increased in both target and control groups based on the scores from pretest to posttest with a t score of 0.459 for the target group and 0.346 for the control group. Overall, the program was successful, and the applied dissertation effectively met each of the 6 outcomes. Nonprofit organizations should review the findings of this applied dissertation to develop more programs that incorporate science-based curricula to address the parenting needs of those who are high risk.
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Comer, Jeffrey R. "The Virginia SOL Eighth Grade Writing Test in Relationship to the National Commission on Writing Recommendations, Grade Configuration, Region, and Socioeconomic Status." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2133.

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The purpose of this quantitative study was to examine Virginia Standards of Learning 8th grade writing assessments to determine if there was any association between school passing rates and the recommendations suggested by the 2003 National Commission on Writing to improve writing proficiency. This study further examined the possible differences in school passing rates that may exist due to the grade configuration of a school, the location of a school, the availability of a comprehensive writing plan, and the student percentage on free and reduced-price lunch. Data collection consisted of a self-administered survey sent to all 364 schools in Virginia that administered SOL writing assessments during the 2006-2007 school year./p> This study showed no significant differences in 8th grade writing passing rates between schools with a comprehensive writing plan and those that do not. However, there was a significant difference in 8th grade teacher support for writing, division-administrative support for writing, and the understanding of writing scoring criteria in those schools with a comprehensive plan. There was little association between SOL writing scores and the implementation level of the 7 dimensions related to the National Commission on Writing recommendations. When controlling for socioeconomic status, there was no significant difference in writing scores. The addition of 4 multiple-choice questions to the SOL test two years ago without a change in the cut score necessary for a student to pass appears to have had a larger impact on the passing rates of schools than the variables included in this study.
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Hickey, Deitra Jamra. "Assessing the Opinions of Ohio School Board Members about HIV/AIDS Policy and Curriculum: Developing an Approach to Raise Awareness of HIV/AIDS Related Educational Issues." Connect to full text in OhioLINK ETD Center, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1245269846.

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Dissertation (Ed.D.)--University of Toledo, 2009.
Typescript. "Submitted as partial fulfillment of the requirements for the Doctor of Education Degree in Educational Administration and Supervision." Bibliography: leaves 92-99.
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Adeyeri, Oluwadamilare S. "Intrinsic Motivation and Human Agency of Faculty Engaged In Service-Learning: A Qualitative Interpretive Study of a U.S. Mid-western Public University." Bowling Green State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1336612787.

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Fowler, Linda D. "Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/1799.

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Many U.S. students do not perform well on mathematics assessments with respect to algebra topics such as linear functions, a building-block for other functions. Poor achievement of U.S. middle school students in this topic is a problem. U.S. eighth graders have had average mathematics scores on international comparison tests such as Third International Mathematics Science Study, later known as Trends in Mathematics and Science Study, (TIMSS)-1995, -99, -03, while Singapore students have had highest average scores. U.S. eighth grade average mathematics scores improved on TIMMS-2007 and held steady onTIMMS-2011. Results from national assessments, PISA 2009 and 2012 and National Assessment of Educational Progress of 2007, 2009, and 2013, showed a lack of proficiency in algebra. Results of curriculum studies involving nations in TIMSS suggest that elementary textbooks in high-scoring countries were different than elementary textbooks and middle grades texts were different with respect to general features in the U.S. The purpose of this study was to compare treatments of linear functions in Singapore and U.S. middle grades mathematics textbooks. Results revealed features currently in textbooks. Findings should be valuable to constituencies who wish to improve U.S. mathematics achievement. Portions of eight Singapore and nine U.S. middle school student texts pertaining to linear functions were compared with respect to 22 features in three categories: (a) background features, (b) general features of problems, and (c) specific characterizations of problem practices, problem-solving competency types, and transfer of representation. Features were coded using a codebook developed by the researcher. Tallies and percentages were reported. Welch's t-tests and chi-square tests were used, respectively, to determine whether texts differed significantly for the features and if codes were independent of country. U.S. and Singapore textbooks differed in page appearance and number of pages, problems, and images. Texts were similar in problem appearance. Differences in problems related to assessment of conceptual learning. U.S. texts contained more problems requiring (a) use of definitions, (b) single computation, (c) interpreting, and (d) multiple responses. These differences may stem from cultural differences seen in attitudes toward education. Future studies should focus on density of page, spiral approach, and multiple response problems.
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Books on the topic "Curriculum evaluation. Sociology"

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Ideology, Curriculum, and the New Sociology of Education. London: Taylor and Francis, 2006.

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Ofsted. Inspecting sociology: 11-16 with guidance on self-evaluation. London: Ofsted, 2002.

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Ideology and curriculum. 2nd ed. New York: Routledge, 1990.

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Cameron, McCarthy, and Dimitriadis Greg 1969-, eds. Ideology, curriculum, and the new sociology of education: Revisiting the work of Michael Apple. New York: Routledge, 2006.

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Goodson, Ivor F. The making of curriculum: Collected essays. London: Falmer, 1988.

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Ofsted. Inspecting post-16: Sociology : with guidance on self-evaluation. London: Ofsted, 2001.

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Ofsted. Inspecting post-16: Sociology : with guidance on self-evaluation. London: OFSTED, 2001.

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Ofsted. Inspecting post-16.: With guidance on self-evaluation. London: Ofsted, 2002.

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Ofsted. Inspecting post-16: History : with guidance on self-evaluation. London: Ofsted, 2001.

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Ofsted. Inspecting post-16: Geography : with guidance on self-evaluation. London: Ofsted, 2001.

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Book chapters on the topic "Curriculum evaluation. Sociology"

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Burgess, Hilary. "Collaborating in Curriculum Research and Evaluation." In Sociology and Teaching, 176–91. Routledge, 2017. http://dx.doi.org/10.4324/9781315213873-9.

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"pology) should help the student acquire a holistic approach to health and disease and to recognize the interrelationships of cultural, social, psychologi-cal, and environmental factors with the psysiological and biochemical pro-cesses of the body" (Willard Report, 1966, p. 27). Evaluation of the Mandate The important potential role of sociology in the curriculum of the family physician programs has been endorsed repeatedly before, during, and since the publication of the above-mentioned blue-ribbon commission reports (Silver, 1963, p. 74-77; GP, 1966, p. 225-246; Harrell, 1970, p. 61-64). That potential role has been greatly enhanced by the passage of the Health Educa-tion and Manpower Act in 1976, which mandated that by 1980, 50% of all medical students graduating from medical school should be entering residen-cies in the three designated primary care specialties—internal medicine, pediatrics, and family practice. An additional aspect of this act was the allocation of some $40,000,000 for the expansion and improvement of existing family medicine residencies and for the creation of additional resi-dency programs. The question at hand—almost 12 years after these recommendations were submitted to medical educators-is whether a new breed of physicians is being produced by training in family medicine. Is there a new type of physi-cian who is "aware not only of his patient's physicial illness, but also of interrelations of family members and of family and community and socio-economic factors affecting the health of family members?" (Silver, 1965, p. 188-189). There are clearly two elements that must be distinguished in evaluating this mandate to train family physicians—one quantitative and the other qualitative. As far as quantitative changes in the attention paid to training family physicians, there can be no doubt that significant shifts have occurred in the past decade. In 1967, there were only three family medicine training programs in the United States, at the Universities of Miami (Florida), Roches-ter, and Oklahoma. By 1970 there were 49 programs, in 1975 there were 233, and in 1977 there were well over 300. In 1970 family practice became a." In Family Medicine, 126–32. Routledge, 2014. http://dx.doi.org/10.4324/9781315060781-22.

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Conference papers on the topic "Curriculum evaluation. Sociology"

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Coelho, Lia Alencar, and Marcelo Machado De Luca de Oliveira Ribeiro. "Student ratings to evaluate the teaching effectiveness: Factors should be considered." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9392.

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The study discusses the student ratings of a professor teaching sociology disciplines in different undergraduate courses. The data were obtained from questionnaires consisting of a series of inquiries about the discipline, focusing on how it fits in the curricular structure (discipline evaluation) and, also, on teacher’s performance (professor evaluation). A total of 480 students answered the questionnaire and, for each question they had a total of five possible answers: very poor (1 point), poor (2 points), fair (3 points), good (4 points) and excellent (5 points). Considering discipline and professor evaluations, students from Animal Science, Food Engineering and Veterinary Medicine courses consider "fair" the performance of the sociology professor. Regarding to the professor evaluation, the students of the three undergraduate courses considered the performance of the teacher "good". For discipline evaluation, the Animal Science and Veterinary Medicine students considered the discipline "fair" and the Food Engineering students considered the discipline "poor". The results obtained can serve as a basis for the design of a institutional evaluation system of teaching based on student ratings, however the evaluation of the discipline and the performance of the teacher must be considered separately.
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