Student learning experience as indicator of teaching quality
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- 作者：Zenawi Zerihun (1) zenawiz@yahoo.com
Jos Beishuizen (2)
Willem Van Os (2) - 关键词：Learner centered – ; Teacher centered – ; Teaching evaluation questionnaire – ; Student learning experiences – ; Student evaluation of learning and teaching questionnaire
- 刊名：Educational Assessment, Evaluation and Accountability
- 出版年：2012
- 出版时间：May 2012
- 年：2012
- 卷：24
- 期：2
- 页码：99-111
- 全文大小：167.7 KB
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- 刊物类别：Humanities, Social Sciences and Law
- 刊物主题：Education
Assessment, Testing and Evaluation
Teacher Education
Personnel Management - 出版者：Springer Netherlands
- ISSN：1874-8600
文摘
The purpose of the study was to develop an improved teaching evaluation questionnaire based on students’ learning experiences and selected teacher characteristics identified as indicators of teaching quality. Teaching evaluation questionnaires are commonly designed either based on agreed indicators of teaching excellence, students’ suggestions of characteristics of excellence, or dimensions identified from interviews conducted with excellent teachers. In this study, however, students’ evaluation of their own learning experiences in learner centered classes and a hypothesized framework derived from the literature were used to develop the items for the questionnaire. Students attended to courses designed in a learner centered paradigm and evaluated their learning experiences. Based on the hypothesized framework and students’ reflections of their experiences, items were designed and validated at various levels. Exploratory factor analysis resulted in a 24-item Student Evaluation of Learning and Teaching Questionnaire (SELTQ) that comprises four factors: assessment and feedback; course organization and presentation; student self evaluation; and students’ level of engagement. As opposed to the questionnaire widely used in higher education institutions in Ethiopia that focuses on the evaluation of selected teacher characteristics, the new measure enables students to evaluate teaching in terms of their own learning progress.