Topic
Course evaluation
About: Course evaluation is a research topic. Over the lifetime, 4577 publications have been published within this topic receiving 65633 citations. The topic is also known as: Student Evaluations of Teaching & SET.
Papers published on a yearly basis
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Papers
Book•
13 Dec 1999
TL;DR: In this article, the authors discuss the importance of Learner-centered teaching from the view of Prominent Leaders in Higher Education and present a framework for developing a learner-centred perspective.
Abstract: Most chapter include "Looking Ahead," "Try Something New," and "References." I.DEVELOPING A LEARNER-CENTERED PERSPECTIVE. 1.Experiencing a Paradigm Shift Through Assessment. Teacher-Centered and Learner-Centered Paradigms of Instruction. A Systems Perspective on Learner-Centered Teaching. Definition of Assessment. Elements of the Assessment Process. A Brief History of the Assessment Movement in Higher Education. Assessment and the Improvement of Undergraduate Education. Learner-Centered Assessment and Time. Figure 1-1: Importance of Learner-Centered Teaching from the Viewpoint of Prominent Leaders in Higher Education. Figure 1-2: Comparison of Teacher-Centered and Learner-Centered Paradigms. Figure 1-3: The Assessment Process. Figure 1-4: Abbreviated Statement of W. Edwards Deming's Fourteen Points for Continuous Improvement. Figure 1-5: Deming's Fourteen Points Adapted for Education. Figure 1-6: Attributes of Quality Undergraduate Education: What the Research Says. Figure 1-7: Allocation of Professor's Time/Effort/Emphasis in Teacher-Centered and Learner-Centered Paradigms. 2.Understanding Hallmarks of Learner-Centered Teaching and Assessment. Learners Are Actively Involved and Receive Feedback. Learners Apply Knowledge to Enduring and Emerging Issues and Problems. Learners Integrate Discipline-Based Knowledge and General Skills. Pause for an Example: Differences between Typical Teaching Practice and the First Three Hallmarks. Learners Understand the Characteristics of Excellent Work. Learners Become Increasingly Sophisticated Learners and Knowers. Professors Coach and Facilitate, Intertwining Teaching and Assessing. Professors Reveal That They Are Learners, Too. Learning Is Interpersonal, and All Learners - Students and Professors - Are Respected and Valued. Figure 2-1: Hallmarks of Learner-Centered Teaching. Figure 2-2: A Learner-Centered Example from Business Management. Figure 2-3: A Learner-Centered Example from Construction Engineering. Figure 2-4: A Learner-Centered Example from Forestry. Figure 2-5: A Learner-Centered Example from Mathematics. Figure 2-6: A Learner-Centered Example from Sociology. 3.Applying Principles of Good Practice in Learner-Centered Assessment. Principles of Good Assessment Practice. Key Questions to Consider When Establishing or Evaluating an Assessment Program. Figure 3-1: Principles of Good Practice for Assessing Student Learning. Figure 3-2: Hallmarks of Successful Assessment Programs to Assess Student Academic Achievement. Figure 3-3: Sample Matrix for Assessment Planning, Monitoring, or Reporting. Figure 3-4: Suggested Roles for Administrators in Assessment. Figure 3-5: Key Elements in an Assessment Plan. II.IMPLEMENTING A LEARNER-CENTERED PERSPECTIVE. 4.Setting Direction with Intended Learning Outcomes. Intended Learning Outcomes. Benefits of Formulating Intended Learning Outcomes. Characteristics of Effective Intended Learning Outcomes. Figure 4-1: Benefits of Formulating Intended Learning Objectives. Figure 4-2: Characteristics of Effective Intended Learning Outcomes. Figure 4-3: The College of St. Scholastic Mission and General Education Outcomes. Figure 4-4: Babson College Mission and Competencies. Figure 4-5: Rutgers University Mission and University-Wide Learning Goals. Figure 4-6: Southern West Virginia Community and Technical College Mission and Learning Outcomes. Figure 4-7: Plan for Designing and Delivering Learning Outcomes. Figure 4-8: Relationship among Institutional, Program, and Course Outcomes: Example 1. Figure 4-9: Relationship among Institutional, Program, and Course Outcomes: Example 2. 5.Using Feedback from Students to Improve Learning. Techniques for Collecting Feedback from Students. Enhancing the Process of Gathering and Interpreting Feedback from Students. Figure 5-1: Sample Fast Feedback Questionnaire. Figure 5-2: Sample Plus/Delta Feedback Form. Figure 5-3: Sample Critical Incident Questionnaire (CIQ). Figure 5-4: Sample Redesigned Course Evaluation Form. Figure 5-5: Guidelines for Gathering Feedback from Students. Figure 5-6: Guidelines for Interpreting Feedback from Students. 6.Using Rubrics to Provide Feedback to Students. The Role of Feedback in Student Learning. Using Assessment to Promote Learning. Rubrics Defined. Elements of a Useful Rubric. Using Rubrics to Reveal Important Information. Developing Useful Rubrics. Questions That Emerge after Using Rubrics. Enhancing the Process of Giving Feedback to Students. Figure 6-1: Rubric for Oral Communication in a Graduate Program. Figure 6-2: Program Rubric for Engine Design Project. Figure 6-3: Rubric for Economic Bill Writing Project. Figure 6-4: Student Worksheet for Developing Assessment Criteria. Figure 6-5: Alternate Form of Rubric for Engine Design Project. Figure 6-6: Developing Useful Rubrics: Questions to Ask and Actions to Implement. Figure 6-7: Determining the Criteria That Characterize Excellent Work. Figure 6-8: Deciding on the Levels of Achievement to Use. Figure 6-9: Developing Commentaries for Each Cell in the Rubric. Figure 6-10: Incorporating Weighting Factors into Alternate Engine Design Rubric. Figure 6-11: Additional Questions/Actions When Developing Rubrics for Specific Assignments. Figure 6-12: Problem Solving Rubric. Figure 6-13: Habits of Mind Rubric. Figure 6-14: Guidelines for Effective Feedback Discussions. Figure 6-15: Questioning Techniques to Support Useful Feedback. Appendix: Team Players. 7.Assessing Students' Ability to Solve Problems and Think Critically. Ill-Defined Problems. Benefits of Attempting to Solve Ill-Defined Problems. Essential Components of Critical Thinking and Problem Solving. Using Assessment to Develop Critical-Thinking and Problem Solving. Effective Assessment Formats. Characteristics of an Exemplary Assessment Task. Developing an Effective Assessment Task. Figure 7-1: A Comparison of Well- and Ill-Structured Problems. Figure 7-2: Assessment in History. Figure 7-3: Assessment in Biology. Figure 7-4: assessment in Mathematics 1. Figure 7-5: Assessment in Mathematics 2. Figure 7-6: Assessment in Chemistry. Figure 7-7: Assessment in Psychology. Figure 7-8: Assessment in Engineering. Figure 7-9: Three of King & Kitchener's (1994) Stages in the Development of Reflective Thinking. Effective Assessment Formats. Eight Characteristics of an Exemplary Assessment Task. Questions to Ask When Developing an Effective Assessment Task. 8.Using Portfolios to Promote, Support, and Evaluate Learning. Types of Portfolios. Using Portfolios in Assessment. Using Selection Portfolios to Promote and Support Learning. Promoting Learning with Portfolios: Professors and Students in Partnership. Promoting Learning with Portfolios: Professors and Other Stakeholders in Partnership. Benefits to Professors of Using Portfolios. Benefits to Students of Using Portfolios. Questions to Ask When Planning to Use Portfolios in Assessment. Figure 8-1: Portfolio Goals and Related Entries. Figure 8-2: Sample Student Reflection Assignment. Figure 8-3: Self-Assessment Rubric from Alverno College. Figure 8-4: Benefits to Professors of Using Portfolios. Figure 8-5: Benefits to Students of Using Portfolios. Figure 8-6: Questions to Ask When Using Portfolios in Assessment. 9.Shifting the Paradigm: Individual and Organizational Implications. Issues in Making the Paradigm Shift. Individual vs. Campus Reform. Creating an Assessment Mindset. Making a Commitment to Change. Figure 9-1: Sample Teacher Learning Adult.
1,279 citations
TL;DR: In this paper, the authors examined teaching effectiveness in distance learning in business curricula and found that technology-mediated distance learning is becoming increasingly important to business curriculum, however, little theoretical development or empirical research has examined the teaching effectiveness of distance learning.
Abstract: Technology-mediated distance learning is becoming increasingly important to business curricula. However, little theoretical development or empirical research has examined teaching effectiveness in ...
934 citations
Book•
13 Feb 2005
TL;DR: 1.EAP and Study Skills: Definitions and Scope 2. Needs Analysis 3. Surveys:Students' Difficulties 4. EAP Syllabus and Course Design 5. Evaluation: Students and Courses 6.Concerns and Research Appendices.
Abstract: English for Academic Purposes provides a comprehensive overview of the field of English for Academic Purposes (EAP) for teachers. It not only looks at study skills, but also at other central concerns of EAP, such as needs analysis, syllabus and course design, methodology and materials, learning styles, tests and exams, and academic style and genre analysis. In addition to general EAP, the author also considers subject-specific language and the production of teaching materials. Throughout, the author adopts a user-friendly approach in which theoretical considerations are balanced with practical experience. Issues are discussed and illustrated, but readers are also encouraged to form their own opinions by means of stimulating introspect and discuss sections at the end of each chapter.
909 citations
Journal Article•
TL;DR: The authors describe a curriculum for a series of faculty workshops: Introduction to Service-Learning, Reflection, Building Community Partnerships, Student Supervision and Assessment, and Course Assessment and Research.
Abstract: The development of service-learning courses is contingent upon faculty. Institutions of higher education which are interested in service-learning can engage in faculty development activities in order to (a) develop a common understanding on campus concerning the nature of service-learning, (b) establish and maintain the academic integrity of service-learning, (c) increase the confidence of faculty as they implement a new pedagogy, and (d) increase the likelihood that service-learning is institutionalized in higher education. This article describes a curriculum for a series of faculty workshops: Introduction to Service-Learning, Reflection, Building Community Partnerships, Student Supervision and Assessment, and Course Assessment and Research. Each module provides a synopsis of topics and suggested readings for participants. Institutions of higher education are exploring ways of incorporating service to extend their mission, enhance student achievement and per sistence, and engage students in their communi ties as part of their academic curriculum (e.g., Boyer, 1994; Ehrlich, 1995). As institutions search for ways in which to do this, they often recognize service- learning as an important strat egy. We consider service-learning to be a course based, credit-bearing educational experience in which students (a) participate in an organized service activity that meets identified community needs and (b) reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic re sponsibility. This is in contrast to co- curricular and extracurricular service, from which learning may occur, but for which there is no formal evaluation and documentation of academic learn mg. Implementing service-learning in the academic curriculum of colleges and universities is strength ened by strategically planned change. Bringle and Hatcher (in press) have described a Compre hensive Action Plan for Service Learning (CAPSL) that identifies four important constitu encies that need to be considered for effective implementation of service-learning programs: institution, faculty, students, and community. For each of these constituencies, CAPSL identi fies the following sequence of activities to guide the implementation of service-learning: plan
824 citations
TL;DR: In this paper, students from 66 academic departments in six contrasting disciplines from British universities and polytechnics completed an "approaches to studying" inventory and a course perceptions questionnaire and the results confirmed the factor structures previously reported.
Abstract: Summary. 2208 students from 66 academic departments in six contrasting disciplines from British universities and polytechnics completed an ‘approaches to studying’ inventory and a course perceptions questionnaire. Factor analyses of these instruments confirmed the factor structures previously reported. Approaches to studying can be described in terms of three main factors—orientations towards personal meaning, reproducing, and achieving. In the present analysis the final factor split into two: achieving orientation and a factor labelled ‘disorganised and dilatory’ which showed a close relationship with self-rating of academic progress. The course perceptions questionnaire produced two main factors. One described formal teaching methods, vocational relevance, and clear goals and standards, and the other represented a favourable departmental evaluation with the highest loadings on good teaching and openness to students. Subsequent analyses examined links between students' perceptions of their main academic departments and their reported approaches to studying. Departments with highest mean scores on meaning orientation were perceived as having good teaching and allowing freedom in learning. Departments with the highest mean scores on reproducing orientation were seen to have a heavy workload and a lack of freedom in learning. The implications of these statistical findings are discussed in relation to continuing analyses of interview data which clarify the ways in which the organisation of teaching and courses may affect students' approaches to learning.
802 citations
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