Faculty Views of Student Evaluation of College Teaching

By F. Nasser, Barbara Fresko. 2002

226 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/3438640b827d4e1b50b1752489d9b0bb34cfb12b

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In Education

In Social Psychology

Citations in the corpus

RateMyProfessors com versus formal in-class student evaluations of teaching (2007, background): “Although faculty sentiments regarding the utility of SET are far from consentaneous (e.g., Nasser & Fresko, 2002), we agree with the position articulated by Centra (2003, pp. 495-496): “No method of evaluating college teaching has been researched more than student evaluations, with well over 2,000…”
Student evaluations of teaching: perceptions of faculty based on gender, position, and rank (2010, result): “Similar to our study, Nasser and Fresko ( 2002 ) found more males reported modifying their teaching based on SETs than females.”
Assessing student satisfaction in transnational higher education (2013, background): “However, Nasser and Fresko (2002) found that less than 10 per cent of lecturers made major changes to their teaching as a result of student evaluations.”
Instruments for obtaining student feedback: a review of the literature (2005, background): “Left to their own devices, however, they may be unlikely to change their teaching in the light of the results, to make the results available for other students, to discuss them with more senior members of staff or to refer them to institutional committees or administrators (Nasser & Fresko, 2002).”
Instructors’ perspectives on the utility of student ratings of instruction (2009, background): “Nasser and Fresko (2002) reported that only slightly more than onethird of instructors felt that administrative heads or relevant committees should be entitled to receive ratings results.”
On the Validity of Student Evaluation of Teaching (2013, background): “Nasser and Fresko (2002) found from a survey with 101 instructors at a teacher’s college that instructors consider SET of little value for the improvement of their teaching, and that teachers make little or no use of student feedback.”
The impact of student feedback on teaching in higher education (2017, methodology): “Contrary to this, a survey by Nasser and Fresko (2002) found that teachers did not perceive it to be possible to get a positive evaluation if one is not a good teacher, and that being ‘nice’ is not enough to get a good evaluation. Reducing the difficulty of a course is mentioned in several studies a”