ERIC Number: EJ1402727
Record Type: Journal
Publication Date: 2023
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0260-2938
EISSN: EISSN-1469-297X
Available Date: N/A
New Frontiers in Student Evaluations of Teaching: University Efforts to Design and Test a New Instrument for Student Feedback
Assessment & Evaluation in Higher Education, v48 n8 p1164-1177 2023
Student evaluations of teaching (SETs) are a ubiquitous feature of higher education. However, scholars have presented numerous challenges to the accuracy, validity, reliability and objectivity of SETs as a measure of teaching effectiveness. Given the potential for bias, the use of SETs in professional review may constitute a form of institutional discrimination. Therefore, institutions of higher learning need to develop, adopt and refine better methods for collecting and using student feedback. This paper describes the steps taken by a mid-sized comprehensive university in the USA over a three-year period to do that. We describe the work of our committee dealing with this issue, how we collaborated with the rest of the university to enact change, and the Learning Environment Survey (LENS) system that the university eventually selected and modified. We also report findings from a pilot study of the new instrument, which was favorably received by both students and faculty, and make recommendations for other institutions of higher education.
Descriptors: Student Evaluation of Teacher Performance, Evaluation Methods, College Students, Student Attitudes, College Faculty, Teacher Attitudes, Data Collection, Feedback (Response), Test Construction, Student Surveys
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A