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Keepongoing
Joined: 13 Feb 2003
Location: Korea
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 Posted: Thu Sep 21, 2006 9:08 pm Post subject: Evaluation Criteria: Students' Evaluation of Teachers |
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I am on a committee to review the criteria that students evaluate teachers by.
Twice a semester we are evaluated. These are anonymous evaluations.
These are the 10 areas where we are evaluated:
1. The lecturer is punctual to class.
2. The lecturer is knowledgeable about the course content.
3. The lecturer thoroughly prepares all classes.
4. The class content amply reflects the educational goals and objectives of the course.
5. The class content is communicated to the students in a clear and effective manner.
6. The lecturer stimulates the the students' interest through the quality of the classes.
7. The lecturer encourages students to ask questions and answers them earnestly.
8. The lecturer is enthusiastic about teaching.
9. The lecturer gives regular and helpful homework assignments and follows up on work submitted by correcting and grading that work.
10. The lecturer maintains a professional attitude toward the students, is willing to help students and is clearly interested in the students.
These are the questions and we are evaluated on a 1-7 scale.
While I believe the questions are good, I would be very surprised if that were the real criteria that we are evaluated on. I would think it to be more generalized. They can read these questions in English or Hangul and I have no idea how close the Hangul meaning is to the English.
I would be curious to know what is your criteria of evaluation.
Perhaps you can share this and comment on the questions above. |
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John Henry
Joined: 24 Sep 2004
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| Posted: Thu Sep 21, 2006 9:12 pm Post subject: |
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you forgot:
Is teacha handsome?
Does he look more like Tom Cruise or Brad Pitt?
Does he give the bread, snack or candy?
Teacha boring?
When is gametime?
and finally,
How much does teacha weigh, and why is he so fat? |
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Yu_Bum_suk
Joined: 25 Dec 2004
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| Posted: Thu Sep 21, 2006 9:18 pm Post subject: |
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| John Henry wrote: |
you forgot:
Is teacha handsome?
Does he look more like Tom Cruise or Brad Pitt?
Does he give the bread, snack or candy?
Teacha boring?
When is gametime?
and finally,
How much does teacha weigh, and why is he so fat? |
Beat me to it. |
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Woland
Joined: 10 May 2006
Location: Seoul
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| Posted: Thu Sep 21, 2006 9:45 pm Post subject: Re: Evaluation Criteria: Students' Evaluation of Teache |
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| MASH4077 wrote: |
I am on a committee to review the criteria that students evaluate teachers by.
Twice a semester we are evaluated. These are anonymous evaluations.
These are the 10 areas where we are evaluated:
1. The lecturer is punctual to class.
2. The lecturer is knowledgeable about the course content.
3. The lecturer thoroughly prepares all classes.
4. The class content amply reflects the educational goals and objectives of the course.
5. The class content is communicated to the students in a clear and effective manner.
6. The lecturer stimulates the the students' interest through the quality of the classes.
7. The lecturer encourages students to ask questions and answers them earnestly.
8. The lecturer is enthusiastic about teaching.
9. The lecturer gives regular and helpful homework assignments and follows up on work submitted by correcting and grading that work.
10. The lecturer maintains a professional attitude toward the students, is willing to help students and is clearly interested in the students.
These are the questions and we are evaluated on a 1-7 scale.
While I believe the questions are good, I would be very surprised if that were the real criteria that we are evaluated on. I would think it to be more generalized. They can read these questions in English or Hangul and I have no idea how close the Hangul meaning is to the English.
I would be curious to know what is your criteria of evaluation.
Perhaps you can share this and comment on the questions above. |
Here goes:
Question 2 assumes that students know enough about the course content to judge the lecturer's knowledge. It's really about providing the appearance of knowledgeableness, not about real knowledge. It's not a bad question, if understood correctly.
Question 3 needs a preposition: Prepares for all classed thoroughly. It also assumes students know what thorough preparation is. What you're getting is their perception, not necessarily a real measure.
For these two questions, providing definitions of 'knowledgeableness' and 'thorough preparation' in the questionnaire may help increase the validity of the answers you get, as well as the reliability of the instrument.
Question 4 assumes that students are provided with a statement of educational goals and objectives and that they understand these as such. Without this, this question is meaningless.
Question 5 also depends on this provision. Without it, students are really judging whether they could understand the teacher at all, whether s/he taught relevant material or not. It is alos possible that 'clear' and 'effective' are separate constructs and the question is asking about two things. It is possible to be clear without being effective (or as effective as possible). I would drop the word 'clear', assuming that clarity is part of effectiveness. In general, avoid conjoined statements in survey design; they lead to this problem.
Providing students with goals and objectives is a good first step in making the process of teacher evaluation meaningful. If students know and understand what they are supposed to be learning, they can better judge whether or not they are. This is fundamental to good curriculum development.
Question 7 has the conjunction problem. Break it in to two questions, one about encouraging questions and the other about answering them earnestly.
Question 9, same problem. I see three questions here: One on regularity of homework, one on helpfulness of homework (notice how judging this depends on knowing the goals and objectives), and a third one on giving feedback to student work (and I would use 'feedback' rather than 'correcting and grading' which has a similar problem. You can define feedback parenthetically as correcting OR giving a grade, if you think students won't understand it).
Similarly, question 10 is three different questions.
Questions 1, 6, and 8 appear okay.
About the translation (And I do believe that students should get the form in their L1). Any survey that is going to be used in a second language should be backtranslated to ensure the accuracy of the translation. To do this, the initial translation should be given to a separate translator, preferably one whose native language is the language of the original) and asked to translate it into that language. The original and the backtranslation are then compared. Serious differences between them must be worked out between the designer and the translators before proceeding. To do this well really requires two bilinguals, one from each language background, and both with knowledge of the area the survey is covering. That would be best, but it can't always happen. Minimally, there should be a back translation by someone and it should be checked against the original.
In your case, if you do not know that the English and Korean versions are the same, how can you trust the results? This is a major reliability and validity problem.
I really do believe in student evaluation of teachers, but doing it well (= having it mean something to all particpants) depends on having a clear, systematic curriculum in place, so that students can evaluate their own learning, and on having well designed instruments that can provide useful feedback.
I hope this helps. |
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Keepongoing
Joined: 13 Feb 2003
Location: Korea
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| Posted: Thu Sep 21, 2006 11:14 pm Post subject: Re: Evaluation Criteria: Students' Evaluation of Teache |
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| Woland wrote: |
| MASH4077 wrote: |
I am on a committee to review the criteria that students evaluate teachers by.
Twice a semester we are evaluated. These are anonymous evaluations.
These are the 10 areas where we are evaluated:
1. The lecturer is punctual to class.
2. The lecturer is knowledgeable about the course content.
3. The lecturer thoroughly prepares all classes.
4. The class content amply reflects the educational goals and objectives of the course.
5. The class content is communicated to the students in a clear and effective manner.
6. The lecturer stimulates the the students' interest through the quality of the classes.
7. The lecturer encourages students to ask questions and answers them earnestly.
8. The lecturer is enthusiastic about teaching.
9. The lecturer gives regular and helpful homework assignments and follows up on work submitted by correcting and grading that work.
10. The lecturer maintains a professional attitude toward the students, is willing to help students and is clearly interested in the students.
These are the questions and we are evaluated on a 1-7 scale.
While I believe the questions are good, I would be very surprised if that were the real criteria that we are evaluated on. I would think it to be more generalized. They can read these questions in English or Hangul and I have no idea how close the Hangul meaning is to the English.
I would be curious to know what is your criteria of evaluation.
Perhaps you can share this and comment on the questions above. |
Here goes:
Question 2 assumes that students know enough about the course content to judge the lecturer's knowledge. It's really about providing the appearance of knowledgeableness, not about real knowledge. It's not a bad question, if understood correctly.
Question 3 needs a preposition: Prepares for all classed thoroughly. It also assumes students know what thorough preparation is. What you're getting is their perception, not necessarily a real measure.
For these two questions, providing definitions of 'knowledgeableness' and 'thorough preparation' in the questionnaire may help increase the validity of the answers you get, as well as the reliability of the instrument.
Question 4 assumes that students are provided with a statement of educational goals and objectives and that they understand these as such. Without this, this question is meaningless.
Question 5 also depends on this provision. Without it, students are really judging whether they could understand the teacher at all, whether s/he taught relevant material or not. It is alos possible that 'clear' and 'effective' are separate constructs and the question is asking about two things. It is possible to be clear without being effective (or as effective as possible). I would drop the word 'clear', assuming that clarity is part of effectiveness. In general, avoid conjoined statements in survey design; they lead to this problem.
Providing students with goals and objectives is a good first step in making the process of teacher evaluation meaningful. If students know and understand what they are supposed to be learning, they can better judge whether or not they are. This is fundamental to good curriculum development.
Question 7 has the conjunction problem. Break it in to two questions, one about encouraging questions and the other about answering them earnestly.
Question 9, same problem. I see three questions here: One on regularity of homework, one on helpfulness of homework (notice how judging this depends on knowing the goals and objectives), and a third one on giving feedback to student work (and I would use 'feedback' rather than 'correcting and grading' which has a similar problem. You can define feedback parenthetically as correcting OR giving a grade, if you think students won't understand it).
Similarly, question 10 is three different questions.
Questions 1, 6, and 8 appear okay.
About the translation (And I do believe that students should get the form in their L1). Any survey that is going to be used in a second language should be backtranslated to ensure the accuracy of the translation. To do this, the initial translation should be given to a separate translator, preferably one whose native language is the language of the original) and asked to translate it into that language. The original and the backtranslation are then compared. Serious differences between them must be worked out between the designer and the translators before proceeding. To do this well really requires two bilinguals, one from each language background, and both with knowledge of the area the survey is covering. That would be best, but it can't always happen. Minimally, there should be a back translation by someone and it should be checked against the original.
In your case, if you do not know that the English and Korean versions are the same, how can you trust the results? This is a major reliability and validity problem.
I really do believe in student evaluation of teachers, but doing it well (= having it mean something to all particpants) depends on having a clear, systematic curriculum in place, so that students can evaluate their own learning, and on having well designed instruments that can provide useful feedback.
I hope this helps. |
Wow, Wowland, I really appreciate your consideration and feedback on this. You you took some time and effort to do it and brought up some very valid points. ove it when I see professionals in our midsts that take the time to give such constructive feedback. Thank you |
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Yu_Bum_suk
Joined: 25 Dec 2004
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| Posted: Thu Sep 21, 2006 11:21 pm Post subject: Re: Evaluation Criteria: Students' Evaluation of Teache |
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| MASH4077 wrote: |
Wow, Wowland, I really appreciate your consideration and feedback on this. You you took some time and effort to do it and brought up some very valid points. ove it when I see professionals in our midsts that take the time to give such constructive feedback. Thank you |
But at the end of the day what still really matters is:
- is teachuh handsome?
- is teachuh angerly?
- is teachuh funny?
- is teachuh many candy give me?
- is teachuh borling?
- is teachuh lesson too difficult? |
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