The impact of increasing course enrolment on student evaluation of teaching in engineering education

摘要:

Student evaluation of teaching (SET) is important, commonplace and may be used in staff performance management. The SET literature suggests that class size is a negative systematic influence on SET ratings. In this paper we investigate time-series SET data from a large first-year engineering class where a decline in SET ratings was observed over time as course enrolment increased. We observe a negative halo effect of increasing class size on mean SET ratings and conclude that increasing course enrolment leads to a significant reduction in all mean SET ratings, even when the course learning design remains essentially unchanged. We also find an additional differential effect of increasing course enrolment on mean SET ratings. We observe that the marginal reduction in mean SET ratings for each additional student in the course enrolment is greater for those aspects of the student learning experience that are likely to be most directly impacted by increasing class size. We provide implications for practice from these findings.

参考文献

 

Adams, M., Neumann, R. & Rytmeister, C. 1996, “Is it a Level Playing Field? Factors Which Infl uence Student Evaluation of Teaching”, Australian Association for Research in Education Annual Conference, Singapore.

Centra, J. A. & Gaubatz, N. B. 2000, “Is There Gender Bias in Student Evaluations of Teaching?”, The Journal of Higher Education, Vol. 71, No. 1, pp. 17-33.

Costantini, P., Linting, M. & Porzio, G. C. 2010, Mining performance data through nonlinear PCA with optimal scaling”, Applied Stochastic Models in Business and Industry, Vol. 26, No. 1, pp. 85-101.

Davies, M., Hirschberg, J., Lye, J., Johnston, C. & McDonald, I. 2007, “Systematic Influences on Teaching Evaluations: The Case for Caution”, Australian Economic Papers, Vol. 46, No. 1, pp. 18-38.

Denson, N., Loveday, T. & Dalton, H. 2010, “Student evaluation of courses: what predicts satisfaction?”, Higher Education Research & Development, Vol. 29, No. 4, pp. 339-356.

Deslauriers, L., Schelew, E. & Wieman, C. 2011, Improved Learning in a Large-Enrolment Physics Class”, Science, Vol. 332, No. 6031, pp. 862-864.

Gibbs, G., 2010, Dimensions of quality, The Higher Education Academy, Heslington, York.

Hall, W., Palmer, S. & Bennett, M. 2012, “A longitudinal evaluation of a project-based learning initiative in an engineering undergraduate program”, European Journal of Engineering Education, Vol. 37, No. 2, pp. 155-165.

Hu, S. & Kuh, G. 2002, “Being (Dis)Engaged in Educationally Purposeful Activities: The Infl uences of Student and Institutional Characteristics”, Research in Higher Education, Vol. 43, No. 5, pp. 555-575.

Hulpiau, V., Masschelein, E., Van Der Stockt, L., Verhesschen, P. & Waeytens, K. 2007, “A System of Student Feedback: Considerations of Academic Staff Taken into Account”, Tertiary Education and Management, Vol. 13, No. 1, pp. 35-45.

Jaccard, J. & Wan, C. K., 1996, LISREL approaches to interaction effects in multiple regression, SAGE, Thousand Oaks, California and London, 98 pp.

Johnson, M. D., Narayanan, A. & Sawaya, W. J. 2013, Effects of Course and Instructor Characteristics on Student Evaluation of Teaching across a College of Engineering”, Journal of Engineering Education, Vol.102, No. 2, pp. 289-318.

Kember, D., Leung, D. Y. P. & Kwan, K. P. 2002, “Does the Use of Student Feedback Questionnaires Improve the Overall Quality of Teaching?”, Assessment & Evaluation in Higher Education, Vol. 27, No. 5, pp.411-425.

Lemos, M. S., Queirós, C., Teixeira, P. M. & Menezes, I. 2011, “Development and validation of a theoretically based, multidimensional questionnaire of students’ evaluation of university teaching”, Assessment & Evaluation in Higher Education, Vol. 36, No. 7, pp.843-864.

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, Vol. 30, No. 1, pp. 217-251.

Marsh, H. W. & Roche, L. A. 1997, “Making students’ evaluations of teaching effectiveness effective: The critical issues of validity, bias, and utility”, American Psychologist, Vol. 52, No. 11, pp. 1187-1197.

Narasimhan, K. 2001, “Improving the Climate of Teaching Sessions: The use of evaluations by students and instructors”, Quality in Higher Education, Vol. 7, No. 3, pp. 179-190.

Neumann, R. 2000, “Communicating Student Evaluation of Teaching Results: Rating Interpretation Guides (RIGs)”, Assessment & Evaluation in Higher Education, Vol. 25, No. 2, pp. 121-134.

Neumann, R. 2001, “A Decade of Student Evaluation of Teaching: Case Study of an Evolving System”, Journal of Institutional Research, Vol. 10, No. 1, pp. 96-111.

Norman, G. 2010, “Likert scales, levels of measurement and the “laws” of statistics”, Advances in Health Sciences Education, Vol. 15, No. 5, pp. 625-632.

Palmer, S. & Smith, C. 2013, “Updating RIGs: including the systematic infl uence of online study on student evaluation of teaching”, Educational Research and Evaluation, Vol. 19, No. 1, pp. 77-90.

Rovai, A. P., Ponton, M. K., Derrick, M. G. & Davis, J. M. 2006, “Student evaluation of teaching in the virtual and traditional classrooms: A comparative analysis”, The Internet and Higher Education, Vol. 9, No. 1, pp. 23-35.

Santhanam, E., Ballantyne, C., Mulligan, D., de la Harpe, B. & Ellis, R. 2000, “Student questionnaires and teaching evaluation: Cutting the cloth to fi the purpose”, Flexible Futures in Tertiary Teaching: Proceedings of the 9 th Annual Teaching Learning Forum,Herrmann, A. & Kulski, M. M. (editors), CurtinUniversity of Technology, Perth.

Simpson, P. M. & Siguaw, J. A. 2000, “Student Evaluations of Teaching: An Exploratory Study of the Faculty Response”, Journal of Marketing Education,Vol. 22, No. 3, pp. 199-213.

Smith, C. 2008, “Building effectiveness in teaching through targeted evaluation and response: connecting evaluation to teaching improvement in higher education”, Assessment & Evaluation in Higher Education, Vol. 33, No. 5, pp. 517-533.

Snowball, J. D. & Sayigh, E. 2007, “Using the tutorial system to improve the quality of feedback to students in large class teaching”, South African Journal of Higher Education, Vol. 21, No. 2, pp. 321-333.

Stratton, R. W., Myers, S. C. & King, R. H. 1994, Faculty Behavior, Grades, and Student Evaluations”, The Journal of Economic Education, Vol. 25, No. 1, pp.5-15.

Trigwell, K. 2011, “Measuring Teaching Performance”, University Rankings: The Changing Academy –The Changing Academic Profession in International Comparative Perspective, Shin, J. C., Toutkoushian, R. K. & Teichler, U. (editors), Springer Netherlands,pp. 165-181.

Walker, D.-M. 2012, “Classroom Assessment Techniques: An Assessment and Student Evaluation

Method”, Creative Education, Vol. 3, No. 6A, pp.903-907.

Wanous, M., Procter, B. & Murshid, K. 2009,Assessment for learning and skills development: the case of large classes”, European Journal of Engineering Education, Vol. 34, No. 1, pp. 77-85.

下载
请登录后再下载
相关作者
统计