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ERIC Number: ED334228
Record Type: RIE
Publication Date: 1991-Apr
Pages: 17
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Instructional Diagnosis: Effective Open-Ended Faculty Evaluation.
Newby, Tim; And Others
A faculty evaluation technique was used to classify responses from open-ended evaluations to determine elements of university teaching that were of greatest concern to students and to determine the feasibility of comparing subgroups by instructor gender, class size, and school. Small Group Instructional Diagnosis (SGID) was used--a form of course evaluation that offers students the opportunity to generate answers to open-ended questions. The comments from 147 SGIDs conducted between April 6, 1989 and May 1, 1990 at Purdue University (Lafayette) were compiled. The evaluations were obtained from 3,566 students and resulted in 2,422 comments that were classified by three raters into the following categories: (1) instructor; (2) learner interaction; (3) media; (4) content; (5) printed material; (6) grading; and (7) course policy. The instructor's personal characteristics emerged as the greatest concern to students, followed by the learner being actively involved in the learning process, and then by course content. The results show that responses can be: classified to identify elements of concern to students, and grouped to make comparisons by subgroup feasible. Such comparisons could be used to improve instruction. Sixteen figures and two tables are provided. (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Open Ended Questions; Small Group Instructional Diagnosis
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).