Student Ratings of Instruction in the USA: Hidden Assumptions and Missing Conceptions about "Good" Teaching

Student Ratings of Instruction in the USA: Hidden Assumptions and Missing Conceptions about "Good" Teaching

A typical instrument used to elicit college students' evaluations of teaching was critically analyzed with reference to two teaching paradigms: transmission and engaged-critical. Analysis revealed that the evaluation form does not represent all conceptions of teaching and learning, but is more...

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Veröffentlicht in:Studies in higher education (Dorchester-on-Thames) 1999-03, Vol.24 (1), p.27
Hauptverfasser: Kolitch, Elaine, Dean, Ann V
Format: Artikel
Sprache:eng
Schlagworte:
Cognitive Ability
College Admission
College Instruction
Construct Validity
Content Validity
Course Objectives
Educational Philosophy
Educational Strategies
Epistemology
Grading
Group Dynamics
Higher Education
Individual Differences
Instructional Effectiveness
Intellectual Disciplines
Learning Processes
Measurement Techniques
Questionnaires
Student Evaluation
Student Evaluation of Teacher Performance
Teacher Effectiveness
Teaching Methods
Teaching Models
Validity
World Views
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Zusammenfassung:A typical instrument used to elicit college students' evaluations of teaching was critically analyzed with reference to two teaching paradigms: transmission and engaged-critical. Analysis revealed that the evaluation form does not represent all conceptions of teaching and learning, but is more consistent with the transmission paradigm and implicitly militates against alternative teaching models. (Author/MSE)
ISSN:0307-5079
1470-174X
DOI:10.1080/03075079912331380128