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Relevant bibliographies by topics / Student Evaluations

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Academic literature on the topic 'Student Evaluations'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Student Evaluations"

1

Halston, Abby, Taylor Lum, and Hans Chun. "Student Evaluation of Teaching: Exploring Instructor and Student Perspectives with Course Redesign." Education, Language and Sociology Research 1, no. 1 (2020): p144. http://dx.doi.org/10.22158/elsr.v1n1p144.

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Student Evaluation of Teaching (SET), or instructor evaluations, is used as a significant instrument across the world to measure instructors teaching methods and course evaluations. With the lack of standardized SET across universities and institutions, this study gains insight into how instructors use and improve student evaluations and students’ views of how their feedback is utilized by posing questions to university students and faculty through focus groups and interviews. Data was gathered and recorded to interpret students’ perceptions with how instructors utilize the students’ evaluatio

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Youmans, Robert J., and Benjamin D. Jee. "Fudging the Numbers: Distributing Chocolate Influences Student Evaluations of an Undergraduate Course." Teaching of Psychology 34, no. 4 (2007): 245–47. http://dx.doi.org/10.1080/00986280701700318.

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Student evaluations provide important information about teaching effectiveness. Research has shown that student evaluations can be mediated by unintended aspects of a course. In this study, we examined whether an event unrelated to a course would increase student evaluations. Six discussion sections completed course evaluations administered by an independent experimenter. The experimenter offered chocolate to 3 sections before they completed the evaluations. Overall, students offered chocolate gave more positive evaluations than students not offered chocolate. This result highlights the need t

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Moore, Randy, and Dan Wivagg. "Student Evaluations." American Biology Teacher 48, no. 2 (1986): 70. http://dx.doi.org/10.2307/4448210.

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Mitchell, Kristina M. W., and Jonathan Martin. "Gender Bias in Student Evaluations." PS: Political Science & Politics 51, no. 03 (2018): 648–52. http://dx.doi.org/10.1017/s104909651800001x.

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ABSTRACTMany universities use student evaluations of teachers (SETs) as part of consideration for tenure, compensation, and other employment decisions. However, in doing so, they may be engaging in discriminatory practices against female academics. This study further explores the relationship between gender and SETs described by MacNell, Driscoll, and Hunt (2015) by using both content analysis in student-evaluation comments and quantitative analysis of students’ ordinal scoring of their instructors. The authors show that the language students use in evaluations regarding male professors is sig

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Henderson, Tom, Roy Rada, and Chaomei Chen. "Quality Management of Student-Student Evaluations." Journal of Educational Computing Research 17, no. 3 (1997): 199–215. http://dx.doi.org/10.2190/0gcn-38hr-q0au-9gq4.

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Classes delivered via the World Wide Web (WWW) have the ability to access large amounts of hypermedia. They can also be designed to present course work in small, orderly steps. Many learning theorists hypothesize that it is important to provide timely feedback which acts as a reinforcer if answers are good and as a corrective measure if answers are inadequate. However, it may not be practical for an instructor to give timely feedback on each submission done by all students in the class. One possible solution is to combine peer-peer evaluations with timely computer generated reports to help the

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Guder, Faruk, and Mary Malliaris. "Online Course Evaluations Response Rates." American Journal of Business Education (AJBE) 6, no. 3 (2013): 333–38. http://dx.doi.org/10.19030/ajbe.v6i3.7813.

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This paper studies the reasons for low response rates in online evaluations. Survey data are collected from the students to understand factors that might affect student participation in the course evaluation process. When course evaluations were opened to the student body, an email announcement was sent to all students, and a reminder email was sent a week later. Our study showed that participation rates increased not only when emails were sent, but also when faculty used in-class time to emphasize the importance of completing the evaluations.

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Machina, Kenton. "Evaluating Student Evaluations." Academe 73, no. 3 (1987): 19. http://dx.doi.org/10.2307/40249936.

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Doyle, John Kevin, and Ralph D. Meeker. "Team Projects And Peer Evaluations." College Teaching Methods & Styles Journal (CTMS) 4, no. 5 (2011): 21. http://dx.doi.org/10.19030/ctms.v4i5.5550.

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The authors assign semester- or quarter-long team-based projects in several Computer Science and Finance courses. This paper reports on our experience in designing, managing, and evaluating such projects. In particular, we discuss the effects of team size and of various peer evaluation schemes on team performance and student learning. We report statistical measures of the students peer evaluations do they always rate each other strongly or weakly? What are the means and ranges? More importantly, we discuss why we introduced these peer evaluations, and what effect they have had on student commi

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Hibbard, Susan T., and David Devine. "Exploring Students’ Perceptions of Student Teaching Evaluations." Journal of the World Universities Forum 4, no. 2 (2011): 25–34. http://dx.doi.org/10.18848/1835-2030/cgp/v04i02/56737.

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Rutland, Peter. "Some Considerations Regarding Teaching Evaluations." Political Science Teacher 3, no. 4 (1990): 1–2. http://dx.doi.org/10.1017/s0896082800001161.

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These comments are mostly derived from my teaching experience at the University of Texas at Austin, which has a sophisticated and elaborate teacher evaluation system, and in the universities of London and York in England, which don't.1. Students' evaluations of their teachers do not depend solely on the qualities of the teacher. If objective evaluations are to be obtained, a multivariate statistical analysis should be conducted, controlling for such factors as:a. class size—the smaller the class, the better the evaluations.b. expected grade—one of the strongest correlates of teacher evaluation

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Dissertations / Theses on the topic "Student Evaluations"

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Todoroff, Ryan. "Student perceptions of formative teacher evaluation putting the student back in student evaluations /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Burr, Brenda Sue. "Student Voices in Teacher Evaluations." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/4448.

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In an ever increasingly competitive global marketplace, a concern exists that American students are not being adequately prepared with the skills needed for the 21st century. As a remedy, improving quality of teacher instruction is a current national focus. Stakeholders are questioning current infrequent and inefficient methods of evaluating teacher performance. Many states are looking at using a 360 model of evaluating through multiple perspectives including the students themselves as key stakeholders. One method of accessing student voice and adding another perspective to teacher evaluations

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Huebner, Lucas James. "Demographic Analysis of Student Evaluations." Thesis, North Dakota State University, 2015. https://hdl.handle.net/10365/27860.

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Data was collected from North Dakota State University’s student rating of instructor’s forms during the fall of 2013 and the spring of 2014. This thesis investigates differences between male and female instructor’s ratings, as well as attempts to describe outcomes using other demographics. T-tests were performed comparing the means of class averages for male and female instructors for each question on the student evaluation. There was not a difference for the mean class averages between male and female instructors when the whole university was considered and when only looking at the Col

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Smith, Taylor Robert. "Evaluating the Effects of Non-Anonymity on Student Team-Member Evaluations." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3623.

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This thesis investigates the effect that non-anonymity has upon student team-member evaluations; more specifically, it looked at how to create conditions of openness and honesty in which students will readily give and receive constructive criticism. The central hypothesis of this research is that if students are taught and prepared to properly give and receive constructive criticism, and have multiple opportunities to do so, non-anonymous feedback is the most effective and desirable. In order to gauge the effects of non-anonymity, eight specific hypotheses relating to different aspects of the

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Baker, Scott Hamilton. "Faculty Perceptions as a Foundation for Evaluating Use of Student Evaluations of Teaching." ScholarWorks @ UVM, 2014. http://scholarworks.uvm.edu/graddis/288.

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Amidst ever-growing demands for accountability and increased graduation rates to help justify the rising costs of higher education, few topics in undergraduate education elicit a broader range of responses than student evaluations of teaching (SETs). Despite debates over their efficacy, SETs are increasingly used as formative (pedagogical practices) and summative (employee reviews) assessments of faculty teaching. Proponents contend SETs are a necessary component in measuring the quality of education a student receives, arguing that they further enable educators to reflect upon their own pedag

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Kramp, Jennifer A. "The Effect of Workload on Student Evaluations of Teaching." Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1277094302.

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Beeler, Robert. "Rater Training to Improve Student Evaluations of Teaching Effectiveness." TopSCHOLAR®, 1999. http://digitalcommons.wku.edu/theses/743.

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The impact of rater training on students performing evaluations of teaching effectiveness was evaluated. Training was administered either via live lecture or video tape. Both trained groups were compared with a no training control group. It was hypothesized that the training would result in more accurate assessments of teaching evaluations and that there would be no significant differences between either of the trained groups. Results showed that students were able to distinguish between dimensions of performance. However, no effects of training were found. The trained groups did not differ si

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Kinnear, Zeleika A. "Effect of first impressions on student evaluations of lecturers." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11981.

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Includes abstract.<br>Includes bibliographical references.<br>Academic institutions (particularly historically White tertiary institutions) are experiencing challenges in attracting and retaining Black African and femail academic staff. Anecdotal evidence suggests that Black African academic staff at historically White universities in South Africa experience more resistance from students than White staff do. This study consequently investigated whether students rate lecturers differently on first impression, based on the lecturers' and students' race and gender.

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Bell, Emily Brooke. "Ordinal Regression to Evaluate Student Ratings Data." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2450.pdf.

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Hunn, Lorie L. "Field experience supervision a comparison of cooperating teachers' and college supervisors' evaluations of student teachers /." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1940057821&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Books on the topic "Student Evaluations"

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R, Gullickson Arlen, and American Association of School Administrators., eds. The student evaluation standards: How to improve evaluations of students. Corwin Press, 2003.

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Flash, Pamela. Using student evaluations to increase classroom effectiveness. 3rd ed. Center for Teaching and Learning Services, Office of Human Resources, University of Minnesota, 1997.

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University of Sheffield. Faculty of Law. Student evaluation. University of Sheffield, Faculty of Law, 1992.

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Rando, William C. Learning from students: Early term student feedback in higher education. National Center on Postsecondary Teaching, Learning and Assessment, 1994.

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Natriello, Gary. Creating more responsive student evaluation systems for disadvantaged students. Center for Research on Effective Schooling for Disadvantaged Students, Johns Hopkins University, 1991.

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University of Sheffield. Faculty of Law. Undergraduate student evaluation. University of Sheffield, Faculty of Law, 1993.

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Québec (Province). Commission d'évaluation de l'enseignement collégial. Evaluating institutional policies on the evaluation of student achievement: General guidelines. Commission d'évaluation de l'enseignement collégial, 1994.

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McLean, James E. Why we assess students--and how: The competing measures of student performance. Corwin Press, 1996.

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Stronge, James H. Teacher evaluation and student achievement. National Education Association, 2000.

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Education, Saskatchewan Saskatchewan. Student evaluation: A teacher handbook. Saskatchewan Education, 1991.

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Book chapters on the topic "Student Evaluations"

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Stutts, Mary Ann. "Faculty Perceptions of Student Evaluations." In Proceedings of the 1985 Academy of Marketing Science (AMS) Annual Conference. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16943-9_33.

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Nitse, Philip S. "Student Assessment of Peer Evaluations Forms." In Developments in Marketing Science: Proceedings of the Academy of Marketing Science. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11845-1_76.

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Newman, Heather, and David Joyner. "Sentiment Analysis of Student Evaluations of Teaching." In Lecture Notes in Computer Science. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93846-2_45.

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Leone-Pizzighella, Andrea R. "Everyday Definitions and Evaluations of “The Good Student” across the Three Schools." In Discourses of Student Success. Routledge, 2021. http://dx.doi.org/10.4324/9781003134251-6.

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Kometani, Yusuke, Takahito Tomoto, Takehiro Furuta, and Takako Akakura. "An Improved Teaching Behavior Estimation Model from Student Evaluations." In Lecture Notes in Computer Science. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07863-2_7.

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Staniec, Iwona, and Jacek Jarczyński. "Student Evaluations of Teaching at the University: Perceptions and Questionnaires." In Eurasian Business Perspectives. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40160-3_14.

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Maxwell, Sarah, and Arturo Vasquez Parraga. "Student Evaluations of Teaching Effectiveness in Marketing: Experience vs. Background." In Proceedings of the 1993 Academy of Marketing Science (AMS) Annual Conference. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13159-7_110.

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Lundsten, Lorman L. "Student Evaluations in a Business Administration Curriculum - A Marketing Viewpoint." In Proceedings of the 1986 Academy of Marketing Science (AMS) Annual Conference. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11101-8_36.

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Ericksen, Mary K., Ed Arnoldi, Rich Black, et al. "Student Perceptions and Classroom Behavior: Evaluations of Classroom Experience, Perceptions of Standard Evaluations, and Exhibited Behaviors." In Proceedings of the 1992 Academy of Marketing Science (AMS) Annual Conference. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13248-8_48.

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Leong, Pamela. "Student Evaluations Gone Wild: Rants and the Mixed Bags of Nuts." In Rating Professors Online. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-35936-2_6.

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Conference papers on the topic "Student Evaluations"

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"Detection of Inconsistencies in Student Evaluations." In 5th International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2013. http://dx.doi.org/10.5220/0004385602460249.

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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. 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

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VANACORE, AMALIA, and Maria Sole Pellegrino. "An agreement-based approach for reliability assessment of Students’ Evaluations of Teaching." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5583.

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Students’ Evaluations of Teaching (SETs) are the most common way to measure teaching quality in Higher Education: they are assuming a strategic role in monitoring teaching quality, becoming helpful in taking the major formative and summative academic decisions. The majority of studies investigating SETs reliability focus on the instruments and the procedures adopted to collect students' evaluations rather than on the capability of the students as teaching quality assessors. In order to overcome this lack, a study has been carried out with the aim of measuring SETs reliability in terms of inter

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Lehrer, Richard. "Keynote: Accountable assessment." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_9.

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There is widespread agreement about the importance of accounting for the extent to which educational systems advance student learning. Yet, the forms and formats of accountable assessments often ill serve students and teachers; the summative judgements of student performance that are typically employed to indicate proficiencies on benchmarks of student learning commonly fail to capture student performance in ways that are specific and actionable for teachers. Timing is another key barrier to the utility of summative assessment. In the US, summative evaluations occur at the end of the school ye

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Takai, Shun, Michael Wagner, and Marcos Esterman. "A Pilot Study of Cognitive-Neuroscience Mechanism in Product Concept Evaluation." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50466.

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Novel, functional, and aesthetic products are thought to have a high likelihood of success in the marketplace. While making sound design decisions is a critical ability of good designers, evaluating product concepts for their future successes in the marketplace is a challenging task. In design classes, only about half of product concepts selected by student design teams may be retained and prototyped into final products, i.e., about half of student design teams find that their initial product concepts are difficult to make workable and change to different concepts by the time they create proto

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Urbano, Diana, Maria De Fátima Chouzal, and Maria Teresa Restivo. "Online Experimentation @FEUP: five years of evaluations." In Anais Estendidos do Simpósio de Realidade Virtual e Aumentada. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/svr_estendido.2020.12968.

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The Online Experimentation @FEUP lab gathers a set of experimental resources based on Augmented Reality, Virtual Reality and Haptic Systems. The design, development and implementation of those resources are guided by the following main goals: familiarizing students with the referred technologies, complement hands-on experimentation, motivate students and promote knowledge gain. A brief presentation of the online experimental activities most utilized and evaluated in the past five years in context of different undergraduate courses and at the K12 level is presented. In all the studies conducted

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Kometani, Yusuke, Takahito Tomoto, Takako Akakura, and Keizo Nagaoka. "Correlation between Teaching Behavior and Real-Time Student Evaluations." In 2014 IEEE Sixth International Conference on Technology for Education (T4E). IEEE, 2014. http://dx.doi.org/10.1109/t4e.2014.25.

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Main, Joyce B., and Matilde Sanchez-Pena. "Student evaluations of team members: Is there gender bias?" In 2015 IEEE Frontiers in Education Conference (FIE). IEEE, 2015. http://dx.doi.org/10.1109/fie.2015.7344177.

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Bessette, Amanda, Beshoy Morkos, and Shraddha Sangelkar. "Improving Senior Capstone Design Student Performance Through Integration of Presentation Intervention Plan." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47604.

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This paper presents the findings of a study comparing the motivational factors and performance of two mechanical engineering senior capstone design course cohorts: 2014 and 2015 students. The study measures the motivation of students throughout capstone, a non-traditional course, and the impacts motivation had on their course performance (peer evaluations and team grade). The second cohort participated in an intervention plan during a design methodologies course completed the semester prior to senior capstone design. Quantitative data was collected at both the beginning and end of the course;

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Zaninotto, Enrico. "Is the Italian student survey on teaching reliable? For what purposes?" In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9108.

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Italian universities submit a compulsory survey to students for the evaluation of teaching activities. The questionnaire, designed by the Italian National Agency for University and Research System Evaluation (ANVUR), aims to evaluate four dimensions of teaching quality (course, instructor, personal interest and overall satisfaction) through twelve questions on a four-level scale. This paper addresses first the issue of the questionnaire’s reliability in the representation of the four evaluation dimensions. The main result is that the questionnaire do not represent properly the four dimensions

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Reports on the topic "Student Evaluations"

1

Hollenbeck, Kevin. Process and Net Impact Evaluations of the Focus: HOPE Adult Training Programs and Student Loan Fund. W.E. Upjohn Institute, 2007. http://dx.doi.org/10.17848/tr07-023.

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Chochoms, Michael. Confined Space Evaluation Student Manual, #19613. Office of Scientific and Technical Information (OSTI), 2016. http://dx.doi.org/10.2172/1259631.

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Lang, Kevin, and Russell Weinstein. Evaluating Student Outcomes at For-Profit Colleges. National Bureau of Economic Research, 2012. http://dx.doi.org/10.3386/w18201.

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Bettinger, Eric, and Rachel Baker. The Effects of Student Coaching in College: An Evaluation of a Randomized Experiment in Student Mentoring. National Bureau of Economic Research, 2011. http://dx.doi.org/10.3386/w16881.

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Kane, Thomas, and Douglas Staiger. Estimating Teacher Impacts on Student Achievement: An Experimental Evaluation. National Bureau of Economic Research, 2008. http://dx.doi.org/10.3386/w14607.

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Hollenbeck, Kevin, and Jean Kimmel. An Evaluation of the Ohio JOBS Student Retention Program. W.E. Upjohn Institute, 1996. http://dx.doi.org/10.17848/tr96-009.

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden

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German, A., C. Bell, B. Dakin, and M. Hoeschele. West Village Student Housing Phase I: Apartment Monitoring and Evaluation. Office of Scientific and Technical Information (OSTI), 2014. http://dx.doi.org/10.2172/1136233.

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German, A., C. Bell, B. Dakin, and M. Hoeschele. West Village Student Housing Phase I: Apartment Monitoring and Evaluation. Office of Scientific and Technical Information (OSTI), 2014. http://dx.doi.org/10.2172/1221036.

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Sims, William H., and Catherine M. Hiatt. An Evaluation of the Student Testing Program (STP97) Norming Sample. Defense Technical Information Center, 2003. http://dx.doi.org/10.21236/ada421026.

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