Using a WEB-based questionnaire, the objective of this study was to evaluate the factors that may affect the ratings given by the students and the impact of those ratings on the instructor's teaching performance.#The questionnaire was organized into four areas: containment, presentation skills, ...
摘要: 1. Data are presented showing a significant r between student ratings of instructors and the student's achievement level in the course." Classes whose mean achievement is high show negative correlations and classes whose achievement level is low show large...
Or, what is the effect of student attitude change on objective ratings of instruction? The intent of the study was to examine possible biasing influences on student ratings of instruction brought about by the pre-course expectations of the students. The study first attempted to identify factors ...
Using these data, the authors found that for instructors who speak English as their native language, speaking ability and enthusiasm are closely linked to self-ratings of teaching effectiveness. Students also value these traits but care more about instructors' preparation for class. Grading rigor is...
Although the extent to which student ratings differed by instructor gender depended weakly on the academic group and the STEM field instructors taught in, the gender differences were so trivial that they should not affect decisions made about teaching effectiveness. Running head: INSTRUCTOR-GENDER-BY-...
Making the Grade with Students: The Case for Accessibility Student-based teaching evaluations are one critical component of instructor and course evaluation in most universities. The purpose of this study is to critically examine several factors that drive student-based ratings of instructors an... K...
How do I use free-form comments instead of ratings in a rubric in SpeedGrader? How do I use a non-scoring rubric to assess submissions in SpeedGrader? How do I use the Comment Library in SpeedGrader? How do I leave feedback comments for student submissions in SpeedGrader? How do I ...
While small group learning and team-based learning (TBL) have become widely accepted modalities in medical education, surprisingly little is known about how medical students interact between and within their learning teams and how dissection teams themselves interact with faculty or teaching assistants (...
摘要: A methodology is presented that is capable of modeling longitudinally the performance ratings of an instructor as a function of typical classroom environment variables. This enables a longitudinal portrait as opposed to a single year's
The SPIE FORM poses questions that students respond to in multiple manners including yes & no responses, five point Likertscale ratings, and short written responses. Most often both the yes & no questions andthe five point Likert scale questions are followed by the opportunity for the students ...