Implications for evaluation from a study of students' perceptions of good and poor teaching

By David Kember, A. Wong. 2000

162 citations recorded by the source corpus.

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In Education

Citations in the corpus

On the Validity of Student Evaluation of Teaching (2013, background): “Kember and Wong (2000), for instance, concluded from interviews with 55 Hong Kong undergraduate students that students’ perceptions of teaching quality should be seen as the result of an interplay between students’ conceptions of learning (a continuum between active and passive learning) and…”
Doing course evaluation as if learning matters most (2008, background): “It can be counterproductive to shape teaching according to the wishes of students with a passive or surface approach to learning (Kember & Wong, 2000) or with less mature attitudes toward knowledge (Edström et al., 2005).”
Does the Use of Student Feedback Questionnaires Improve the Overall Quality of Teaching? (2002, background): “The other study conducted 53 interviews with students in seven universities in Hong Kong covering a broad range of topics including perceptions of the quality of teaching (Kember & Wong, 2000).”
Student learning experience as indicator of teaching quality (2012, methodology): “When designing a measure of teaching effectiveness, Levine and Wright (1987) suggest three major steps that should be accomplished: selection of measurement criteria, developing the rating scale, and checking the reliability and validity across instructional settings.”
Higher Education Students' Attitudes to Student-centred Learning: Beyond 'educational bulimia'? (2003, background): “Kember and Wong (2000) have drawn attention to the fact that many standard questionnaires are based upon implicit models of didactic teaching and that these may have an effect upon student responses on those questionnaires.”
The Attributes of Effective Lecturers of English as a Foreign Language as Perceived by Students in a Korean University (2010, unknown): “…are studies involving general university student populations (Emanuel & Adams, 2006; Griemel-Fuhrmann & Geyer, 2003; Kember, Jenkins, & Ng, 2004; Kember & Wong, 2000), and business students in the USA (Appleton-Knapp & Krentler, 2006; Desai et al., 2001; Faranda & Clarke, 2004; Clayson, 2005;…”