Students’ Perceptions of the Teaching Evaluation Process

We explored how students view the teaching evaluation process and assessed their self-reported behaviors when completing student evaluations of teaching (SETs). We administered a 28-item survey assessing these views to students from a cross section of majors across 20 institutions (N = 597). Respons...

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Bibliographic Details
Published in:Teaching of psychology 2015-10, Vol.42 (4), p.307-314
Main Authors: Kite, Mary E., Subedi, Prabin Chandra, Bryant-Lees, Kinsey B.
Format: Article
Language:English
Subjects:
College Students
Community College Students
Community Colleges
Comparative Analysis
Discriminant analysis
Evaluation Utilization
Factor Analysis
Feedback (Response)
Instructional Program Divisions
Intellectual Disciplines
Introductory Courses
Majors (Students)
Positive Attitudes
Psychology
Statistical Analysis
Student Attitudes
Student Evaluation
Student Evaluation of Teacher Performance
Student Role
Student Surveys
Teacher Evaluation
Teaching
United States (Midwest)
User Satisfaction (Information)
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Summary:We explored how students view the teaching evaluation process and assessed their self-reported behaviors when completing student evaluations of teaching (SETs). We administered a 28-item survey assessing these views to students from a cross section of majors across 20 institutions (N = 597). Responses to this measure were analyzed using exploratory factor analysis. Students also answered an open-ended question about their views; responses were coded into 21 categories. We found that students generally held positive views about the evaluation process and that, overall, these positive views were consistent across type of institution, academic discipline, class standing, and respondent gender. However, compared with small and midsize institutions, community college students were more positive about the usefulness of SETs, and seniors reported greater willingness to provide specific feedback (such as by providing written comments) when completing SETs compared to sophomores and juniors. We conclude by providing suggestions for improving the evaluation process based on our findings.
ISSN:0098-6283
1532-8023
DOI:10.1177/0098628315603062