ED306241 - Who Reads Ratings: Knowledge, Attitude, and Practice of Users of Student Ratings of In... more ED306241 - Who Reads Ratings: Knowledge, Attitude, and Practice of Users of Student Ratings of Instruction.
Student evaluations of instnution are often misundtrstood or are met with direct hoshhty. Ratings... more Student evaluations of instnution are often misundtrstood or are met with direct hoshhty. Ratings "systems" are ofttn vtry unsystematic in&d at worst, they are seen as the punitive arm of administration. But ratings systtms can provide vital informution. How can their potentid be ...
As many contributors to this volume point out, the most effective kind of feedback for teaching i... more As many contributors to this volume point out, the most effective kind of feedback for teaching improvement combines valid and concrete informa-tion with the assistance of a knowledgeable person in a nonthreatening environment. Also acknowledged by writers and practitioners ...
ED346786 - Disciplinary Differences: Instructional Goals and Activities, Measures of Student Perf... more ED346786 - Disciplinary Differences: Instructional Goals and Activities, Measures of Student Performance, and Student Ratings of Instruction.
New directions for teaching and learning, Jan 1, 2001
Your academic livelihood or reputation may someday depend on how oth-ers interpret the evaluation... more Your academic livelihood or reputation may someday depend on how oth-ers interpret the evaluations your students have given you and your course. Like them or not, ratings are now in use in over 90 percent of all colleges and universities in the United States (Seldin, 1984) and are in ...
Anyone who uses student ratings of instruction as a measure of teaching performance or instructio... more Anyone who uses student ratings of instruction as a measure of teaching performance or instructional quality should be aware of standards for good practice and other critical issues associated with ratings use. Faculty should be able to use ratings effectively as an assessment of the ...
Faculty and administrators who use ratings as a source of information when evaluating teaching wo... more Faculty and administrators who use ratings as a source of information when evaluating teaching worry that certain course, student, and teacher variables influence or bias ratings. For the past decade, we have been concerned about how ratings are used by faculty, administrators, ...
Steadily accumulating evidence of the misuse or overuse of ratings data (Franklin and Theall, 198... more Steadily accumulating evidence of the misuse or overuse of ratings data (Franklin and Theall, 1989) and the perennial debate in the press concern-ing the validity of student ratings in such publications as the Chronicle of Higher Education and Change magazine do not ...
This volume of New Directions for Teaching and Learning begins with Raymond Wlodkowski&#x... more This volume of New Directions for Teaching and Learning begins with Raymond Wlodkowski's overview of motivational issues. Wlodkowski proposes a model with four components: establishing inclusion, developing attitude, enhancing meaning, and engendering competence. He ...
The promise of new technologies has always been faster, better, cheaper. Whether in industry, e... more The promise of new technologies has always been faster, better, cheaper. Whether in industry, education, or daily life, the dictum of the past century has been to use technology to improve efficiency, speed, productivity, and even quality of life. Many once-fanciful ...
ED306241 - Who Reads Ratings: Knowledge, Attitude, and Practice of Users of Student Ratings of In... more ED306241 - Who Reads Ratings: Knowledge, Attitude, and Practice of Users of Student Ratings of Instruction.
Student evaluations of instnution are often misundtrstood or are met with direct hoshhty. Ratings... more Student evaluations of instnution are often misundtrstood or are met with direct hoshhty. Ratings "systems" are ofttn vtry unsystematic in&d at worst, they are seen as the punitive arm of administration. But ratings systtms can provide vital informution. How can their potentid be ...
As many contributors to this volume point out, the most effective kind of feedback for teaching i... more As many contributors to this volume point out, the most effective kind of feedback for teaching improvement combines valid and concrete informa-tion with the assistance of a knowledgeable person in a nonthreatening environment. Also acknowledged by writers and practitioners ...
ED346786 - Disciplinary Differences: Instructional Goals and Activities, Measures of Student Perf... more ED346786 - Disciplinary Differences: Instructional Goals and Activities, Measures of Student Performance, and Student Ratings of Instruction.
New directions for teaching and learning, Jan 1, 2001
Your academic livelihood or reputation may someday depend on how oth-ers interpret the evaluation... more Your academic livelihood or reputation may someday depend on how oth-ers interpret the evaluations your students have given you and your course. Like them or not, ratings are now in use in over 90 percent of all colleges and universities in the United States (Seldin, 1984) and are in ...
Anyone who uses student ratings of instruction as a measure of teaching performance or instructio... more Anyone who uses student ratings of instruction as a measure of teaching performance or instructional quality should be aware of standards for good practice and other critical issues associated with ratings use. Faculty should be able to use ratings effectively as an assessment of the ...
Faculty and administrators who use ratings as a source of information when evaluating teaching wo... more Faculty and administrators who use ratings as a source of information when evaluating teaching worry that certain course, student, and teacher variables influence or bias ratings. For the past decade, we have been concerned about how ratings are used by faculty, administrators, ...
Steadily accumulating evidence of the misuse or overuse of ratings data (Franklin and Theall, 198... more Steadily accumulating evidence of the misuse or overuse of ratings data (Franklin and Theall, 1989) and the perennial debate in the press concern-ing the validity of student ratings in such publications as the Chronicle of Higher Education and Change magazine do not ...
This volume of New Directions for Teaching and Learning begins with Raymond Wlodkowski&#x... more This volume of New Directions for Teaching and Learning begins with Raymond Wlodkowski's overview of motivational issues. Wlodkowski proposes a model with four components: establishing inclusion, developing attitude, enhancing meaning, and engendering competence. He ...
The promise of new technologies has always been faster, better, cheaper. Whether in industry, e... more The promise of new technologies has always been faster, better, cheaper. Whether in industry, education, or daily life, the dictum of the past century has been to use technology to improve efficiency, speed, productivity, and even quality of life. Many once-fanciful ...
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