评价与改进学生评价教学的形成性运用

IF 0.5 Q4 EDUCATION & EDUCATIONAL RESEARCH

Canadian Journal for the Scholarship of Teaching and Learning Pub Date : 2023-05-31 DOI:10.5206/cjsotlrcacea.2023.1.10960

Kamel Omer, Shoshanah Jacobs, K. Cottenie, William Bettger, John F. Dawson, Steffen Graether, Coral Murrant, J. Zettel, Genevieve Newton

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引用次数: 0

摘要

学生教学评价(set)是高等教育中普遍使用的工具。虽然它们不是评价教学能力的有效手段，但它们对教师生涯形成性教学的发展是有益的。我们描述了目前所有学科(STEM和非STEM)教师对set的形成性使用和态度。我们发现，终身教职教师比非终身教职教师更多地使用set进行形成性发展，非STEM教师比STEM教师与set有更多的负相关。基于这些数据，我们建议重新设计SET工具，并改变数据用于支持形成性教学发展的方式。

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Evaluating and Improving the Formative Use of Student Evaluation of Teaching

Student Evaluations of Teaching (SETs) are a ubiquitous tool in higher education. Though they are not effective means of evaluating teaching ability, they are useful in formative teaching development of a teaching career. We characterise the current formative use of and attitudes towards SETs by instructors across all disciplines (STEM and non-STEM). We found that tenured instructors used SETs for formative development more than untenured, and that non-STEM instructors had more negative associations with SETs than STEM instructors. Based upon these data, we make recommendations to redesign the SET instrument and change the way in which the data are used to support formative teaching development.

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来源期刊

Canadian Journal for the Scholarship of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-

自引率

0.00%

发文量

审稿时长

8 weeks