Student evaluation

Tsaparlis, G., Gorezi, M. (2005). Modifieation of a eonventional expository physieal ehemistry laboratory to accommodate an inquiry/projeet-based eomponent Method and students evaluation. Canadian Journal of Science, Mathematics and Technology Education, 5, 111-131. 

Another theme that came up in several stories was the feeling among women that they have to do it all—and all at once—and that they have to do it all, but men don t. For example, such expectations affect how student evaluations are used as a part of the promotion and tenure process, although they are subject to the kind of schemas that benefit men more than women. There is some research on this (described in Deborah Tannen s book1), and one participant related that she intended to share it with... 

This was the first student evaluation of my teaching. At family gatherings or in a group of intimate friends, a southern tradition is to relate a long elaborate joke that is a true story, where the speaker turns out to be the butt of the joke. In this tradition, I had memorized sections of Hugh Lee s paper, including authentic pronunciation and rhythm, and used it as the conclusion to my story about the Oak Grove School experience. 

Encourages the development and implementation of new and innovative methods for student evaluation and assessment which measure learning at a variety of levels beyond the memorization and reiteration of facts. 

Teacher and students evaluate how knowledge was obtained and whether the answers and the procedure were satisfactory. 

The result is a profound change in the how the world "feels," in the "texture of the world." (On "texture" and "feel," see Hacking, 1983 1987, p. 51.) It is a qualitatively different experience to give birth with an array of electronic monitors. It is a qualitatively different experience to teach when student evaluations—"customer satisfaction survey instruments"—are used to evaluate one s teaching. It is a qualitatively different experience to make steel "by the numbers," numbers produced by analytical instrumentation. Push-button instrumental objectivity has changed our world. 

Let s examine his tenure file On the one hand, he had only 18 published papers and no books. On the other hand, he discovered hydrogen, was a vital contributor to understanding the composition of water, discovered nitrogen and the composition of the atmosphere, separated the inert gases from atmospheric air, and weighed the planet. His student evaluations indicate that they disapprove his choice of clothing and that they don t identify with him. He also has a low profile on campus and seems to avoid committee work Looks like this will be a difficult tenure decision. 

Ealy, J. B. (1999). A student evaluation of moleodar modeling in first year college chemistry. Journal of Science Education and Technology, 8(4), 309-321. 

The third most common method for collecting data in qualitative research designs is known as document analysis. While the thoughts, words, and actions of research subjects are essential, generating thick description requires a complete description of the context in which these dioughts and words are formed and actions take place. Course syllabi, copies of lab experiments, copies of student evaluation forms, and copies of research proposals are typical examples of documents gathered to analyze in a qualitative research design. 

The log section of fieldnotes includes the factual information regarding the date and site of data collection, the type of data collection (covert participant observation, focus group interview, document analysis of student evaluations, etc.), the names of both the research subjects and the researchers collecting the data, and a statement of the purpose of this data collection activity. 

Student evaluations administered at the end of the course confirm the survey results and show that simulation exercises and discussion fomms improve communication skills, understanding, and critical thinking. These skills are cmcial for engineering students in developing their careers and finding future engineering solutions to various world problems. 

Ribeiro, L. R. C., Mizukami, M. G. N. (2005). Problem-based learning A student evaluation of an implementation in postgraduate engineering education. European Journal of Engineering... 

Successful academicians often teach well by taking their expertise and scholarship into the classroom. They develop innovative curricula, novel approaches to teaching, and their teaching and books become widely accepted. Student evaluations are gathered at almost all universities and reviewed within the department and presented to the tenure decision committee. 

Educator introduces the problem as defined by the client (or learners are given guidance on selecting an appropriate problem) Students evaluate their own knowledge, values and reasoning abilities associated with the problem... 

Another graduate student hoped by publicizing student evaluations of their professors, the poor performers would be removed and excellent teachers would be rewarded. He envisioned that ... 

Student evaluations of professors are made public ally available at the library, so students and faculty alike are able to read them. Instead of faculty that are excellent being pushed away by old dying out professors that don t know when their time is up, these faculty members will be recognized for their hard work and will be more willing to stay. 

End-of-semester student evaluations of the changes in pedagogy and assessment reveal these findings ... 

Results from the initial offering of the course will be presented from the perspective of assessment of student learning gains, student self-evaluation of course performance, student evaluation of course delivery, as well as instructor observations and student feedback. 

Although individual student responses cannot be correlated to student performance presented previously, the general trends have a majority of students evaluating at the excellent to satisfactory level, with... 

Table 6. Student evaluation of course activities or concepts in Geotechnical Engineering II (n = 34, 80% response rate). 

Adequacy and appropriateness of the role of student evaluations to provide feedback for training program improvement. 

Commitment to the interests of MIT researchers and the center. The I-Teams (innovation teams) program provides an action-based learning experience for graduate smdents where students evaluate the market potential for research projects being conducted at MIT and develop go-to-market strategies. 

---