Tishk International University, Erbil, Iraq
Abstract: Although student evaluations of teaching effectiveness remain a debated issue due to their reliability, validity and potential bias, they have been adapted as a part of quality assurance system in many universities and hold their primacy. Their widespread use is a useful source of data for universities to make personnel decisions; for lecturers to refine their teaching; and for students to make decisions on instructor and course selection. In the present study pre and post survey questionnaires were conducted among 325 students to reveal whether student evaluations of teaching effectiveness increase teaching and learning quality at a university. It was found that student feedback played an increasingly important role in the delivery of high-quality teaching.
Keywords: Student Evaluations, Teaching Quality, Teaching Effectiveness, Higher Education
Download the PDF Document from here.
Adams, J. V. (1997). Student evaluations: The ratings game. Inquiry, 1, 10–16
Arubayi, E. A. (1987). Improvement of instruction and teacher effectiveness: are student ratings reliable and valid? Higher Education,16 (3), 267–278.
Bangert, A. W. (2006). The development of an instrument for assessing online teaching effectiveness. Journal of Educational Computing Research, 35 (3), 227–244. doi:10.2190/B3XP-5K61-7Q07-U443.
Calderon, T. G., Gabbin, A. L. & Green, B. P. (1996). A framework for encouraging effective teaching (St. Harrisonburg, VA, American Accounting Association Center for Research in Accounting Education, James Madison University).
Cashin, W. E. (1983). Concerns about using student ratings in community colleges, in: A. SMITH (Ed.) Evaluating faculty and staff: New directions for community colleges (San Francisco, CA, Jossey-Bass).
Cashin, W. E. (1988). Student ratings of teaching. A summary of research (IDEA paper No.20). Manhattan: Kansas State University, Division of Continuing Education. (ERIC Document Reproduction Service No. ED 302 567)
Centra, J. A. (1993). Reﬂective faculty evaluation. San Francisco, CA, Jossey-Bass.
Chen, Y., & Hoshower, L. (2003). Student evaluation of teaching effectiveness: An assessment of student perception and motivation. Assessment & Evaluation in Higher Education, 28(1), 71-88.
Cohen, P. A. (1981). Student ratings of instruction and student achievement: A meta-analysis of multisection validity studies. Review of Educational Research, 51 (3), 281–309.
Greenwald, A. G., & Gillmore, G. M. (1997). Grading leniency is a removable contaminant of student ratings. American Psychologist, 52, 1209-1217.
Hammonds, F., Mariano, G., Ammons, G., & Chambers, S. (2016). Student evaluations of teaching: Improving teaching quality in higher education. Perspectives: Policy and Practice in Higher Education, 1-8.
Hornstein, H. (2017). Student evaluations of teaching are an inadequate assessment tool for evaluating faculty performance. Cogent Education, 4, 1-8.
Kemp, B. W., & Kumar, G. S. (1990). Student evaluations: are we using them correctly? Journal of Education for Business, 66 (2), 106–111.
Kwan, K. P. (1999). How fair are student ratings in assessing the teaching performance of university teachers? Assessment & Evaluation in Higher Education, 24 (2), 181–195.
Machina, K. (1987). Evaluating student evaluations. Academe, 73(3), 19-22.
Marsh, H. W., & Roche, L. (1993). The use of students’ evaluations and an individually structured
intervention to enhance university teaching effectiveness. American Educational Research Journal, 30 (1), 217–251.
Marsh, H. W., & Roche, L. A. (2000). Effects of grading leniency and low workload on students’ evaluations of teaching: Popular myth, bias, validity, or innocent bystanders? Journal of Educational Psychology, 92, 202-228.
Mart, C.T. (2017). Student evaluations of teaching effectiveness in higher education. International Journal of Academic Research in Business and Social Sciences, 7(10), 57-61.
Nargundkar, S., & Shrikhande, M. (2012). An empirical investigation of student evaluations of instruction – The relative importance of factors. Decision Sciences Journal of Innovative Education, 10 (1), 117–135. doi:10.1111/j.1540-4609.2011.00328.x.
Oztas, A., Ozdemir, M., & Mart, C.T. (2017). Perspectives on quality assurance in higher education in Iraq: A case study at Ishik University. International Journal of Academic Research in Business and Social Sciences, 7(9), 268-272.
Renaud, R.D., & Murray, H. G. (2005). Factorial validity of student ratings of instruction. Research in Higher Education, 12, 929-953.
Seldin,P. (1993). The use and abuse of student ratings of professors. The Chronicle of Higher Education, 40 (1), p. A40.
Seldin, P. (1999). Changing practices in evaluating teaching: A practical guide to improving faculty performance and promotion/tenure decisions. Bolton, MA: Anker.
Simpson, R.D. (1995). Uses and misuses of student evaluations of teaching effectiveness. Innovative Higher Education, 20 (1), 3–5.
Simpson, P. M., & J. A. Siguaw. (2000). Student evaluations of teaching: An exploratory study of the faculty response. Journal of Marketing Education, 22, 199–213.
Theall, M., & Franklin, J. (1991). Using student ratings for teaching improvement. New Directions for Teaching and Learning, 48 (4), 83–96.
Wilson, R. C. (1986). Improving faculty teaching: Effective use of student evaluations and consultants. Journal of Higher Education, 57(2), 196-211.
Yorke, M. (2003). Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher Education, 45(4), 477-501.
International Journal of Social Sciences & Educational Studies
ISSN 2520-0968 (Online), ISSN 2409-1294 (Print), June 2019, Vol.5, No.4