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Üniversite Öğrencilerinin Öğretim Elemanına İlişkin Değerlendirmelerinde Notun Etkisi

Yıl 2010, Cilt: 39 Sayı: 39, 271 - 283, 01.06.2010

Öz

Bu çalışmanın amacı öğretim elemanının not verirken katı ya da müsamahalı davranmasının öğrencilerinöğretim elemanına ilişkin değerlendirmeleri üzerindeki etkilerinin incelenmesidir. Bu amaçla 144 birinci sınıf öğrencisineöğretim elemanına ilişkin değerlendirilmelerini belirlemek amacıyla Ders Değerlendirme Ölçeği uygulanmıştır. Daha sonraöğrenciler biri zor, diğeri kolay sorulardan oluşan ve deneysel olarak yapılandırılan iki farklı sınavdan birisine tabitutulmuşlardır. Deneysel işlem sonrası öğrencilerin öğretim elemanına ilişkin değerlendirmeleri tekrar alınmış ve değişimolup olmadığını araştırmak amacıyla tekrarlı ölçümler için ANOVA uygulanmıştır. Bulgular öğrencilerin öğretim elemanınailişkin ön değerlendirmeleri ile son değerlendirmeleri arasında farklılıklar olduğunu ve ölçeğin iyi öğretmen ve düşünmebecerileri boyutlarında son değerlendirmelerin her iki grup içinde daha düşük olduğunu ortaya koymuştur. Bulgular aynızamanda müsamahalı bir şekilde değerlendirilen gruptaki öğrencilerin öğretim elemanının değerlendirme yöntemini daha adilbulmaya başladıklarını ve doyum düzeylerinin değişmediğini buna karşılık katı bir şekilde değerlendirilen gruptakiöğrencilerin dersten aldıkları doyum düzeyinin düştüğünü ve öğretim elemanının değerlendirme yöntemlerini adilbulmadıklarını göstermiştir

Kaynakça

  • Aleamoni, L.M. (1999). Student rating myths versus research facts from 1924 to 1998. Journal of Personal Evaluation in Education, 13(2), 153-166.
  • Baummeistr, R. F. (1996, Summer). Should schools try to boost self-esteem? American Educator, 22, 14-19.
  • Bonesronning, H. (1999). The variation in teachers’ grading practices: Causes and consequences. Economics of Educational Review, 18, 89-105.
  • Byrne, M., & Flood, B. (2003). Assessing the teaching quality of accounting programmes: An evaluation of the Course Experience Questionnaire. Assessment and Evaluation in Higher Education, 28 (2),135-145.
  • Chambers, B.A., & Schmitt, N. (2002). Inequity in the performance evaluation process: How you rate me affects how I rate you. Journal of Personnel Evaluation in Education, 16 (2), 103-112.
  • Centra, J.A. (2003). Will teachers receive higher student evaluations by giving higher grades and less course work? Research in Higher Education, 44, 495-518.
  • Cohen, P. A. (1981). Student ratings of instruction and student achievement: A meta-analysis of multi-section validity studies. Review of Educational Research, 51, 281-309.
  • Collins, A. B. (2002). Üniversite öğrencileri öğretim elemanlarının başarısını değerlendirebilir mi? İkilemler ve problemler. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 35, (1-2), 81-91.
  • DeBoer, B. V., Anderson, D. M., & Elfessi, A. M. (2007). Grading styles and instructor attitudes. College Teaching, 55 (2), 57-64.
  • Ellis, L., Burke, D. M., Lomire, P., & McCormack, D. R. (2003). Student grades and average ratings of instructional quality: The need for adjustment. The Journal of Educational Research, 97, (1), 35-40.
  • Feldman, K. A. (1978). Course characteristics and college students’ ratings of their teachers; what we know and what we don’t. Research in Higher Education, 9, 199-242.
  • Feldman, K. (1997). Identifying exemplary teachers and teaching: Evidence from student ratings. In R. P. Perry & J. C. Smart (Eds.), Effective teaching in higher education: research and practice (pp. 368-395). New York : Agathon.
  • Greenwald, A. G., & Gillmore, J. M. (1997). No pain, no gain? The importance of measuring course workload in student ratings of instruction. Journal of Educational Psychology, 89, 743-751.
  • Griffin, B. W. (2001). Instructor reputation and student ratings of instruction. Contemporary Educational Psychology, 26, 534-552.
  • Griffin, B. W. (2004). Grading leniency, grade discrepancy, and student ratings of instruction. Contemporary Educational Psychology, 29(4), 410-425.
  • Grimes, P. W., Millea, M. J., & Woodruff, T. W. (2004). Grades; who to blame? Student evaluation of teaching and locus of control. Journal of Economic Education, 35 (2), 129-147.
  • Heckert, T. M., Latier, A., & Ringwald-Burton, A., & Drazen, C. (2006). Relations among student effort, perceived class difficulty appropriateness and student evaluations of teaching: Is it possible to buy better evaluations? College Student Journal, 40 (3), 588-596.
  • Holmes, D. S. (1972). Effects of grades and disconfirmed grade expectancies on students' evaluations of their instructor. Journal of Educational Psychology, 63, 130- 133.
  • Howard, G., & Maxwell, S. (1980). Correlation between student satisfaction and grades: A case of mistaken causation. Journal of Educational Psychology, 72, 810-820.
  • Koushki, P. A., & Kuhn, H. A. J. (1982) How reliable are student evaluations of teachers? Engineering Education, 72, 362-367.
  • Kulik, J.A. (2001). Student ratings: Validity, utility, and controversy. New Directions for Institutional Research 109, 9- 25.
  • Lawless, C.J., & Richardson, J.T.E. (2002). Approaches to studying and perceptions of academic quality in distance education. Higher Education, 44, (2), 257-82.
  • Marsh, H. W. (1980). The influence of student, course and instructor characteristics on evaluations of university teaching. American Educational Research Journal, 17, 219-237.
  • Marsh, H.W. (1983). Multidimensional ratings of teaching effectiveness by students from different academic settings and their relation to student/course/instructor characteristics. Journal of Educational Psychology, 75, 150-166.
  • Marsh, H.W. (1987). Students' evaluation of university teaching: Research findings, methodological issues, and directions for future research. International Journal of Educational Research, 11, 253-388.
  • Marsh, H. W. & Dunkin, M. (1992). Students’ evaluations of university teaching: A multidimensional perspective. In J. C. Smart (Ed.), Higher Education: Handbook of Theory and Research: Volume 8, (pp. 143-233). New York: Agathon.
  • Marsh, H. W., & Dunkin, M. (1997). Student evaluation of university teaching: A multidimensional perspective. In Perry, P. R., and Smart, J. C. (Eds.), Effective Teaching in Higher Education: Research and Practice, (pp. 241-320). Agathon, New York.
  • Marsh, H. W., & Roche, L. A. (1997). Making students' evaluations of teaching effectiveness effective. American Psychologist, 52, 1187-1197.
  • McKeachie, W. J. (1997). Student ratings: The validity of use. American Psychologist, 52, 1218-1225.
  • Oliveras, O. J. (2001). Student interest, grading leniency, and teacher ratings: A conceptual analysis. Contemporary Educational Psychology, 26, 382, 399.
  • Özgüngör, S. (2009). The relationships between students' evaluations of teaching behaviors and self efficacy beliefs. Procedia Social and Behavioral Sciences, 1, 2687–2691.
  • Powell, P.W. (1977). Grades, learning, and student evaluation of instructors. Research in Higher Education, 7, 193-205
  • Radmacher, S. A., & D. J. Martin (2001). Identifying significant predictors of student evaluations of faculty through hierarchical regression analysis. The Journal of Psychology, 135(3), 259-268.
  • Ramsden, P. (1991). A performance indicator of teaching quality in higher education: The Course Experience Questionnaire. Studies in Higher Education, 16, 129-50.
  • Wachtel, K. H. (1998). Student evaluation of college teaching effectiveness: A brief review. Assessment & Evaluation in Higher Education, 23(2), 191-211.
  • Walwoord, B., & Anderson, V. J. (1998). Effective grading: A tool for learning and assessment. San. Francisco: Jossey- Bass.
  • Wilson, K., Lizzio, A., & Ramsden. P. (1997). The development, validation and application of the course experience questionnaire. Studies in Higher Education 22 (1), 33–53.
  • Worthington, A. G., & Wong, P. T. P. (1979). Effects of earned and assigned grades on student evaluations of an instructor. Journal of Educational Psychology, 71, 764-775.
Yıl 2010, Cilt: 39 Sayı: 39, 271 - 283, 01.06.2010

Öz

Kaynakça

  • Aleamoni, L.M. (1999). Student rating myths versus research facts from 1924 to 1998. Journal of Personal Evaluation in Education, 13(2), 153-166.
  • Baummeistr, R. F. (1996, Summer). Should schools try to boost self-esteem? American Educator, 22, 14-19.
  • Bonesronning, H. (1999). The variation in teachers’ grading practices: Causes and consequences. Economics of Educational Review, 18, 89-105.
  • Byrne, M., & Flood, B. (2003). Assessing the teaching quality of accounting programmes: An evaluation of the Course Experience Questionnaire. Assessment and Evaluation in Higher Education, 28 (2),135-145.
  • Chambers, B.A., & Schmitt, N. (2002). Inequity in the performance evaluation process: How you rate me affects how I rate you. Journal of Personnel Evaluation in Education, 16 (2), 103-112.
  • Centra, J.A. (2003). Will teachers receive higher student evaluations by giving higher grades and less course work? Research in Higher Education, 44, 495-518.
  • Cohen, P. A. (1981). Student ratings of instruction and student achievement: A meta-analysis of multi-section validity studies. Review of Educational Research, 51, 281-309.
  • Collins, A. B. (2002). Üniversite öğrencileri öğretim elemanlarının başarısını değerlendirebilir mi? İkilemler ve problemler. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 35, (1-2), 81-91.
  • DeBoer, B. V., Anderson, D. M., & Elfessi, A. M. (2007). Grading styles and instructor attitudes. College Teaching, 55 (2), 57-64.
  • Ellis, L., Burke, D. M., Lomire, P., & McCormack, D. R. (2003). Student grades and average ratings of instructional quality: The need for adjustment. The Journal of Educational Research, 97, (1), 35-40.
  • Feldman, K. A. (1978). Course characteristics and college students’ ratings of their teachers; what we know and what we don’t. Research in Higher Education, 9, 199-242.
  • Feldman, K. (1997). Identifying exemplary teachers and teaching: Evidence from student ratings. In R. P. Perry & J. C. Smart (Eds.), Effective teaching in higher education: research and practice (pp. 368-395). New York : Agathon.
  • Greenwald, A. G., & Gillmore, J. M. (1997). No pain, no gain? The importance of measuring course workload in student ratings of instruction. Journal of Educational Psychology, 89, 743-751.
  • Griffin, B. W. (2001). Instructor reputation and student ratings of instruction. Contemporary Educational Psychology, 26, 534-552.
  • Griffin, B. W. (2004). Grading leniency, grade discrepancy, and student ratings of instruction. Contemporary Educational Psychology, 29(4), 410-425.
  • Grimes, P. W., Millea, M. J., & Woodruff, T. W. (2004). Grades; who to blame? Student evaluation of teaching and locus of control. Journal of Economic Education, 35 (2), 129-147.
  • Heckert, T. M., Latier, A., & Ringwald-Burton, A., & Drazen, C. (2006). Relations among student effort, perceived class difficulty appropriateness and student evaluations of teaching: Is it possible to buy better evaluations? College Student Journal, 40 (3), 588-596.
  • Holmes, D. S. (1972). Effects of grades and disconfirmed grade expectancies on students' evaluations of their instructor. Journal of Educational Psychology, 63, 130- 133.
  • Howard, G., & Maxwell, S. (1980). Correlation between student satisfaction and grades: A case of mistaken causation. Journal of Educational Psychology, 72, 810-820.
  • Koushki, P. A., & Kuhn, H. A. J. (1982) How reliable are student evaluations of teachers? Engineering Education, 72, 362-367.
  • Kulik, J.A. (2001). Student ratings: Validity, utility, and controversy. New Directions for Institutional Research 109, 9- 25.
  • Lawless, C.J., & Richardson, J.T.E. (2002). Approaches to studying and perceptions of academic quality in distance education. Higher Education, 44, (2), 257-82.
  • Marsh, H. W. (1980). The influence of student, course and instructor characteristics on evaluations of university teaching. American Educational Research Journal, 17, 219-237.
  • Marsh, H.W. (1983). Multidimensional ratings of teaching effectiveness by students from different academic settings and their relation to student/course/instructor characteristics. Journal of Educational Psychology, 75, 150-166.
  • Marsh, H.W. (1987). Students' evaluation of university teaching: Research findings, methodological issues, and directions for future research. International Journal of Educational Research, 11, 253-388.
  • Marsh, H. W. & Dunkin, M. (1992). Students’ evaluations of university teaching: A multidimensional perspective. In J. C. Smart (Ed.), Higher Education: Handbook of Theory and Research: Volume 8, (pp. 143-233). New York: Agathon.
  • Marsh, H. W., & Dunkin, M. (1997). Student evaluation of university teaching: A multidimensional perspective. In Perry, P. R., and Smart, J. C. (Eds.), Effective Teaching in Higher Education: Research and Practice, (pp. 241-320). Agathon, New York.
  • Marsh, H. W., & Roche, L. A. (1997). Making students' evaluations of teaching effectiveness effective. American Psychologist, 52, 1187-1197.
  • McKeachie, W. J. (1997). Student ratings: The validity of use. American Psychologist, 52, 1218-1225.
  • Oliveras, O. J. (2001). Student interest, grading leniency, and teacher ratings: A conceptual analysis. Contemporary Educational Psychology, 26, 382, 399.
  • Özgüngör, S. (2009). The relationships between students' evaluations of teaching behaviors and self efficacy beliefs. Procedia Social and Behavioral Sciences, 1, 2687–2691.
  • Powell, P.W. (1977). Grades, learning, and student evaluation of instructors. Research in Higher Education, 7, 193-205
  • Radmacher, S. A., & D. J. Martin (2001). Identifying significant predictors of student evaluations of faculty through hierarchical regression analysis. The Journal of Psychology, 135(3), 259-268.
  • Ramsden, P. (1991). A performance indicator of teaching quality in higher education: The Course Experience Questionnaire. Studies in Higher Education, 16, 129-50.
  • Wachtel, K. H. (1998). Student evaluation of college teaching effectiveness: A brief review. Assessment & Evaluation in Higher Education, 23(2), 191-211.
  • Walwoord, B., & Anderson, V. J. (1998). Effective grading: A tool for learning and assessment. San. Francisco: Jossey- Bass.
  • Wilson, K., Lizzio, A., & Ramsden. P. (1997). The development, validation and application of the course experience questionnaire. Studies in Higher Education 22 (1), 33–53.
  • Worthington, A. G., & Wong, P. T. P. (1979). Effects of earned and assigned grades on student evaluations of an instructor. Journal of Educational Psychology, 71, 764-775.
Toplam 38 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

SEVGİ Özgüngör Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2010
Yayımlandığı Sayı Yıl 2010 Cilt: 39 Sayı: 39

Kaynak Göster

APA Özgüngör, S. (2010). Üniversite Öğrencilerinin Öğretim Elemanına İlişkin Değerlendirmelerinde Notun Etkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 39(39), 271-283.