Towards more efficient student course evaluations for use at management level
Tóm tắt
In order to obtain an accreditation, the university management must implement a quality assurance system and be able to document that quality policy and procedures are followed and acted upon as appropriate. One element in this system is monitoring students’ satisfaction. In this paper, we describe a method of acquiring the necessary information to enable school managers to efficiently summarize a substantial amount of information to detect issues of concern. The collection of information is performed in a systematic and consistent manner. It allows rapid feedback to students and staff, and is an integrated component of the quality assurance system. As successive evaluations are completed, school performance can be monitored, facilitating the development of strategies for continuous quality improvement. Finally, the context in which the evaluation is implemented as well as benefits and drawbacks are discussed.
Tài liệu tham khảo
Allen, I. E., & Seaman, C. A. (2007). Likert scale and data analysis. Quality Progress, 40, 64–65.
Brennan, J., & Shah, T. (2000). Managing quality in higher education–An international perspective on institutional assessment and change. Buckingham: Open University Press.
Devore, J. L. (2012). Probability and statistics for engineering and the sciences (8th ed., international edition). Boston, MA: Brooks/Cole, Cengage Learning.
ENQA. (2005). Standards and guidelines for quality assurance in the European Higher Education Area. Helsinki: European Association for Quality Assurance in Higher Education.
George, J., & Cowan, J. (1999). A handbook of techniques for formative evaluation. London: Kogan Page.
Gravestock, P., Greenleaf, E., & Boggs, A. M. (2009). The validity of student course evaluations: An eternal debate? In A. Wright, M. Wilson, & D. MacIsaac (Eds.), Collected essays on learning and teaching–A world of learning (Vol. 2, pp. 152–158). Hamilton, ON: Society for Teaching and Learning in Higher Education. Retrieved from https://doi.org/apps.medialab.uwmdsor.ca/ctl/CELT/vol2/CELT-Vol2.pdf
Gravestock, P., & Gregor-Greenleaf, E. (2008). Student course evaluations: Research, models and trends. Toronto: Higher Education Quality Council of Ontario.
Hanken, I. M. (2011). Student evaluation of teaching from the actors’ perspective. Quality in Higher Education, 17, 245–256.
Kjaersdam, F., & Enemark, S. (1994). The Aalborg experiment - Project innovation in university education. Aalborg: Aalborg University Press.
Kleijnen, J., Dolmans, D., Willems, J., & Van Hout, H. (2013). Teachers’ conceptions of quality and organisational values in higher education: Compliance or enhancement? Assessment and Evaluation in Higher Education, 38, 152–166.
Kolmos, A., Fink, F., & Krogh, L. (2004). The Aalborg model - Problem-based and project-organized learning. In A. Kolmos, F. Fink, & L. Krogh (Eds.), The Aalborg PBL model–Progress, diversity and challenges (pp. 9–18). Aalborg: Aalborg University Press.
Ministry of Science, Development and Higher Education. (2007). Act on the accreditation agency for higher education (Act no. 294 of 27 March 2007). Retrieved May 23, 2013, from https://doi.org/acedenmark.eu/fileadmin/user_upload/dokumenter/Engelske_tekster/Engelsk_oversaettelse_af_Akkrediteringsloven.pdf
Ministry of Science, Development and Higher Education. (2009). Ministerial order on criteria for the relevance and quality of university study programmes and on procedures for approval of university study programmes (Order no. 1402 of 14 December 2009). Retrieved May 23, 2013, from https://doi.org/acedenmark.eu/fileadmin/user_upload/dokumenter/Engelske_tekster/The_Accreditation_Order.pdf
Moldt, C. (2007). From meaningless to meaningful evaluation. Økonomistyring og Informatik, 23, 437–467 [in Danish].
Qvist, P. (2005). Formative evaluation. IPN Skriftserie, No. 4, Ingeniørernes paedagogiske netvaerk [in Danish].
Rantanen, P. (2013). The number of feedbacks needed for reliable evaluation: A multilevel analysis of the reliability, stability and generalisability of students’ evaluation of teaching. Assessment and Evaluation in Higher Education, 38, 224–239.
Rønsholdt, B. (2004). Semester planning in a problem-based learning environment - Coherence between semester components and undergraduate programme. In A. Kolmos, F. Fink, & L. Krogh (Eds.), The Aalborg PBL model–Progress, diversity and challenges (pp. 247–255). Aalborg: Aalborg University Press.
Taut, S., & Brauns, D. (2003). Resistance to evaluation: A psychological perspective. Evaluation, 9, 247–264.
Van Oudheusden, D., & Peperstraete, J. (1999). Quality assessment by students: The case of a postgraduate engineering programme. European Journal of Engineering Education, 24, 15–22.
Yorke, M. (2003). Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher Education, 45, 477–501.