Student learning experience as indicator of teaching quality
By Z. Zerihun, Jos Beishuizen, W. Os. 2012
109 citations recorded by the source corpus.
The purpose of the study was to develop an improved teaching evaluation questionnaire based on students’ learning experiences and selected teacher characteristics identified as indicators of teaching quality. Teaching evaluation questionnaires are commonly designed either based on agreed indicators of teaching excellence, students’ suggestions of characteristics of excellence, or dimensions identified from interviews conducted with excellent teachers. In this study, however, students’ evaluation of their own learning experiences in learner centered classes and a hypothesized framework derived from the literature were used to develop the items for the questionnaire. Students attended to courses designed in a learner centered paradigm and evaluated their learning experiences. Based on the hypothesized framework and students’ reflections of their experiences, items were designed and validated at various levels. Exploratory factor analysis resulted in a 24-item Student Evaluation of Learning and Teaching Questionnaire (SELTQ) that comprises four factors: assessment and feedback; course organization and presentation; student self evaluation; and students’ level of engagement. As opposed to the questionnaire widely used in higher education institutions in Ethiopia that focuses on the evaluation of selected teacher characteristics, the new measure enables students to evaluate teaching in terms of their own learning progress.
Subfields: Education, Social Psychology
View Paper: https://www.semanticscholar.org/paper/46916dfd367aa1740f0dafe194df4d0a685ccd95
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In Social Psychology
Citations in the corpus
- The impact of learning design on student behaviour, satisfaction and performance: A cross-institutional comparison across 151 modules (2016, result): “Although we agree with others (Arbaugh, 2014; Onwuegbuzie et al., 2007; Zerihun et al., 2012) that learner satisfaction and happiness of students is important, it is remarkable that learner satisfaction and academic retention were not even mildly related to each other in Table 6.”