Using nine years of student evaluation of teaching (SET) data from a large US research university, we examine whether changes to the SET instrument have a substantial impact on overall instructor scores. Our study exploits four distinct natural experiments that arose when the SET instrument was changed. To maximise power, we compare the same course/instructor before and after each of the four changes occurred. We find that switching from in-class, paper course evaluations to online evaluations generates an average change of ?0.14 points on a five-point scale, or 0.25 standard deviations (SDs) in the overall instructor ratings. Changing labelling of the scale and the wording of the overall instructor question generates another decrease in the average rating: ?0.15 of a point (0.27 SDs). In contrast, extending the evaluation period to include the final examination and offering an incentive (early grade release) for completing the evaluations do not have a statistically significant effect on the overall instructor rating. The cumulative impact of these individual changes is ?0.29 points (0.52 SDs). This large decrease shows that SET scores are not comparable over time when instruments change. Therefore, administrators should measure and account for such changes when using historical benchmarks for evaluative purposes (e.g. appointments and compensation). 相似文献
Background: Numerous studies have been conducted to investigate the factors related to science achievement. In these studies, the classroom goal structure perceptions, engagement, and self-efficacy of the students have emerged as important factors to be examined in relation to students’ science achievement.
Purpose: This study examines the relationships between classroom goal structure perception variables (motivating tasks, autonomy support, and mastery evaluation), engagement (behavioral, emotional, cognitive, and agentic engagement), self-efficacy, and science achievement.
Sample: The study participants included 744 seventh-grade students from 9 public schools in two districts of Gaziantep in Turkey.
Design and methods: Data were collected through the administration of four instruments: Survey of Classroom Goals Structures, Engagement Questionnaire, Motivated Strategies for Learning Questionnaire, and Science Achievement Test. The obtained data were subjected to path analysis to test the proposed model.
Results: Students’ perceptions of classroom goal structures (i.e. motivating tasks, autonomy support, and mastery evaluation) were found to be significant predictors of their self-efficacy. Autonomy support was observed to be positively linked to all aspects of engagement, while motivating tasks were found to be related only to cognitive engagement. In addition, mastery evaluation was shown to be positively linked to engagement variables, except for cognitive engagement, and self-efficacy and engagement (i.e. behavioral, emotional, and cognitive engagement) were observed to be significant predictors of science achievement. Finally, results revealed reciprocal relations among engagement variables, except for agentic engagement.
Conclusions: Students who perceive mastery goal structures tend to show higher levels of engagement and self-efficacy in science classes. The study found that students who have high self-efficacy and who are behaviorally, emotionally, and cognitively engaged are more successful in science classes. Accordingly, it is recommended that science teachers utilize inquiry-based and hands-on science activities in science classes and focus on the personal improvement of the students. Furthermore, it is also recommended that they provide students with opportunities to make their own choices and decisions and to control their own actions in science classes. 相似文献
Many university lecturers are encouraged to implement innovative teaching tools and methodologies such as clickers in order to create an interactive learning environment and improve student learning, but its performance must be evaluated. The aim of this paper is to test empirically the impact of the use of clickers on students' learning processes. The teaching experience applied to the subject of Financial Accounting is specifically described. The total sample size is 77 students from a Business Administration and Economics Degree, taught in English and in Spanish. The analysis, using multivariate techniques, of the questionnaire responses, students' grades and a reflexive experience of the lecturer conclude that learning with clickers is effective. There is a positive relationship between grades and intrinsic motivation through clickers. Consequently, the students' marks are related to its intrinsic motivation, feedback to understanding, students' discussion and its negative aspects but not gender nor age. 相似文献
This pilot study measures university students’ perceptions of graded frequent assessments in an obligatory statistics course using a novel questionnaire. Relations between perceptions of frequent assessments, intrinsic motivation and grades were also investigated. A factor analysis of the questionnaire revealed four factors, which were labelled value, formative function, positive effects and negative effects. The results showed that most students valued graded frequent assessments as a study motivator. A modest number of students experienced positive or negative effects from assessments and grades received. Less than half of the students used the results of frequent assessments in their learning process. The perception of negative effects (lower self-confidence and more stress) negatively mediated the relation between grades and intrinsic motivation. It is argued that communication with students regarding the purpose and benefits of frequent assessments could mitigate these negative effects. 相似文献
The guiding principle behind university writing centres is to focus on the process of writing rather than the finished product, prioritising higher order concerns related to organisation and argumentation of texts rather than lower order concerns of grammar and punctuation. Using survey-based data, this paper examines students’ concerns regarding written texts in English and analyses whether there is a correlation between students’ and peer-tutors’ perceptions of help received/provided in the writing centre at Nanyang Technological University. The aggregate findings show that there is a significant correlation between their perceptions but a further sub-analysis that pairs individual student and peer-tutor responses reveals that there are discrepancies between their perceptions of the type of help received and provided. These findings not only reveal the type of feedback students prefer, whether global or local, but also whether there is a good fit between student needs and tutoring approach based on students’ nationality and English proficiency. 相似文献
Many higher and furthereducation institutions in South Africa arestruggling to survive in a context of financialstringency, declining student enrolments andincreasing competition. For some of theseinstitutions merging or amalgamation with otherinstitutions in the near future is becoming astrong likelihood. The perceptions of staff whowill be directly affected by these processesseem to be very important, as knowledge andunderstanding of those perceptions will empowerdecision-makers and ensure that effectivemanagement of the merging process can beaccomplished. This investigation focused onstaff perceptions of possible merging of threeinstitutions in the Free State Province, whichhad been identified for possible merging withother institutions. The results indicate thatstaff is not opposed to the idea ofinstitutional combinations or merging, but thatcareful consideration needs to be given toparticularly personal factors and that stafffears will have to be addressed in the processto ensure effective merging. 相似文献
ABSTRACTBackground: Outdoor learning and computer-based learning are two different alternatives to in-class conventional teacher-centered learning.Purpose: This study compares the outdoor learning setting with computer-based learning in class. It examines the influence of the two different learning settings on academic achievements, the learning experience, and pro-environmental perceptions.Sample: A total of 90 elementary school students (third and fourth-grade classes) participated in the study.Design and methods: The academic knowledge of the study participants was tested through identical exams for both learning settings. In addition, in each group the students’ perceptions were examined by means of a questionnaire about environmental values and the learning experience.Results: The study demonstrates that academic achievements in the two settings were similar, but the students expressed more enthusiasm about the outdoor learning experience than about in-class learning. In addition, the outdoor learning setting contributed more to promoting positive environmental perceptions even though students did not learn directly about environmental issues and sustainability.Conclusions: These findings suggest that learning in the natural environment is valuable: Alongside the fostering of computerized learning, it is also important to promoteoutdoor learning settings and integrate both settings by implementing mobile technologies in the outdoor teaching. 相似文献