Achieving excellence in teaching is tightly germane to high quality in higher education. In order to safeguard the quality of teaching activities at higher education institutions, particularly universities, a wide range of methods have so far been used. In the literature, student course evaluation appears as one of the most frequently consulted way of assessing the quality and effectiveness of teaching activities engaged by the university professors. This endeavor is enhanced through the administration of course evaluation questionnaires by end of each academic semester.
Its use dating back to as early as the 1920s (Cashin, 1989), consulting students’ perceptions to evaluate the courses is considered a cheap means for gathering and providing valuable information (Serdyukova, Tatum, & Serdyukov, 2010). In this approach to course evaluation, students who are in direct contact with the instructors for long hours are regarded to provide rich information about teaching; information that an external evaluator cannot offer (Aleamoni & Hexner, 1980). With their increased use in the 1980s, these evaluations serve many purposes including providing feedback to faculty members about the quality of their instruction, establishing criteria for the university administration to make decisions about faculty members, informing students about the effectiveness of the courses, establishing national and international quality standards on instruction, and allowing for research on the effectiveness of instruction (Marsh, 2007).
There, however, has been much debate on the validity and reliability of student evaluation of courses. Several studies stressed that a number of factors considered irrelevant to teacher effectiveness (e.g., elective/compulsory status, class size, difficulty level of the course, title of the instructor, students’ gender, and grade expectations) may potentially lead to bias in students’ judgments (Wachtel, 1998). Consistently, based on the belief that students are not enough equipped to make objective evaluations (Sojka, Gupta, & Deeter-Schmelz, 2002), faculty members appeared to be concerned especially about their use in summative decisions and also restrict the amount of change or improvement they make in their courses after the evaluation results (Nasser & Fresko, 2002).
The stance of faculty members on student course evaluation is considered critically important because they constitute the primary body of stakeholders influenced by the results of these evaluation. Yet, as a comprehensive and large-scale study (N=3490 students) on student course evaluations stressed, if this practice is to deliver its promises, effective use of the evaluation results by faculty members to improve their courses should be ensured (Cobanoglu & Capa-Aydin, 2013).
On the other hand, few studies appear to have thoroughly investigated the perceptions of faculty members in an in-depth manner and opened a way for their suggestions about the improvement of both student evaluations and the evaluation of their courses in the broader sense. This study, therefore, aimed at gathering faculty perspectives to determine the evaluation needs and improve university-wide instructional implementations. The results of this study are promising since they inform the very practice of student course evaluations. Yet, the findings can be of benefit for other European higher education institutions who intend to improve their course evaluation systems.
Aleamoni, L. M., & Hexner, P. Z. (1980). A review of the research on student evaluation and a report on the effect of different sets of instructions on student course and instructor evaluation. Instructional Science, 9, 67-84. Cobanoglu, R., & Capa Aydin, Y. (2013, August). Student evaluation of teaching: Perceptions of college students. Paper presented at the annual meeting of the European Association for Research on Learning and Instruction (EARLI), Munich. Cashin, W. E. (1989). Defining and evaluating college teaching. Idea Paper, no. 21. Manhattan, Kansas: Center for Faculty Evaluation and Faculty Development, Kansas State University. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage Publications. Marsh, H. W. (2007). Students’ evaluations of university teaching: Dimensionality, reliability, validity, potential biases and usefulness. In R. P. Perry & J. C. Smart (Eds.), The scholarship of teaching and language in higher education: An evidence-based perspective (pp. 319-383). Dordrecht, the Netherlands: Springer. Nasser, F., & Fresko, B. (2002). Faculty views of student evaluation of college teaching. Assessment and Evaluation in Higher Education, 27(2), 187-198. Serdyukova, N., Tatum, B. C., & Serdyukov, P. (2010). Student evaluations of courses and teachers. Journal of Research in Innovative Teaching, 3, 180-190. Sojka, J., Gupta, A. K., & Deeter-Schmelz, D. R. (2002). Student and faculty perceptions of student evaluations of teaching. A study of similarities and differences. College Teaching, 50(2), 44-49. Wachtel, K. H. (1998). Student evaluation of college teaching effectiveness: A brief review. Assessment & Evaluation in Higher Education, 23(2), 191-211.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.