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Student evaluation of teaching effectiveness: an unresolved dilemma
Author(s) -
COUCH ANNA SUE,
MARTIN RUTH E.
Publication year - 1992
Publication title -
journal of consumer studies and home economics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.775
H-Index - 71
eISSN - 1470-6431
pISSN - 0309-3891
DOI - 10.1111/j.1470-6431.1992.tb00499.x
Subject(s) - dilemma , flexibility (engineering) , medical education , mathematics education , psychology , value (mathematics) , computer science , medicine , management , mathematics , economics , geometry , machine learning
Content analysis techniques were used to analyse the criteria used for student evaluation of teaching effectiveness in college and university home economics programmes. Student evaluation forms were obtained from 29 state institutions representing 21 states. The evaluation forms varied in length from seven to 36 objective items. Most provided for flexibility. including such options as add‐on items, open‐ended response format, and choice of forms. The evaluation criteria fell into six categories: course organization and content, course requirements, evaluation procedures, student participation, teaching skills, and global value of course. All of the institutions included items related to teaching skills. This was also the most heavily weighted factor, accounting for nearly 40% of the total evaluation. This is a significant finding, given that many college and university faculty have limited opportunities to develop teaching skills prior to beginning an academic career. Home economics administrators might use the results of the study to design faculty development programmes to help both novice and experienced faculty acquire or improve the skills on which they are being evaluated.