College Students' Perceptions of Effective Teaching [electronic resource] : Process Over Product / David W. Gurney.
Opinions and research findings differ on two fundamental aspects about a teacher's impact in the classroom: the amount students learn, and the process of instruction. Although consensus is lacking, faculty evaluations are widely used by administrators in such matters as promotions, tenure, and...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1977.
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| Summary: | Opinions and research findings differ on two fundamental aspects about a teacher's impact in the classroom: the amount students learn, and the process of instruction. Although consensus is lacking, faculty evaluations are widely used by administrators in such matters as promotions, tenure, and merit increases. Studies of college students' perceptions about effective teaching indicate that students emphasize the process of instruction, especially the humanistic facets, which are not usually included in the criteria for faculty evaluations. Students do not usually rate the criteria which are used for end-of-course evaluations. If students rated the evaluation criteria at the beginning of their course, their instructors would have valuable information on which to base adjustments in the development of the course. Student perceived validity about the criteria might improve the quality of the end-of-course evaluations. Study data indicate that the product of instruction--amount of learning--is not the primary student criterion for evaluating professors. Strong implications for administrative use of faculty evaluations are suggested by the findings of several studies on student evaluation of teaching. (Author/JD) |
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| Item Description: | ERIC Document Number: ED229340. Educational level discussed: Higher Education. |
| Physical Description: | 24 p. |