NotesFAQContact Us
Search Tips
ERIC Number: ED384889
Record Type: RIE
Publication Date: 1995-Mar
Pages: 12
Abstractor: N/A
Staging a Pre-Emptive Strike: Turning Student Evaluation of Faculty from Threat to Asset.
Davis, Margaret H.
Many college and university teachers across the United States remain hostile, at least privately, to student evaluation of faculty performance despite the general use of such evaluation in the academy for the past three decades. However, professionals can use student evaluations to their advantage if they "stage a pre-emptive strike"--in other words, if they stop viewing the evaluation process as something done to them by administrators and cynical students and begin to see it instead as something that can be done for them, something that they can do for themselves to improve the quality of their teaching. Faculty should first of all convince their students of the importance of their comments; they must explain that they will change their classroom methods and manner in accordance with their suggestions. Secondly, faculty must develop a strategy to develop an evaluation instrument that will suit their purposes. Most universities use standardized forms that do not reflect the individual contours of particular courses. The strategy that one instructor in freshman composition developed included the construction of 3 instruments, which were administered during the 4th, 8th, and 12th-weeks. The form elicits student responses in 4 areas: (1) understanding course objectives and their relevance; (2) perception of organization and presentation of material; (3) attitudes toward grading and testing; and (4) perception of the teacher. (Contains three sample survey forms.) (TB)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (46th, Washington, DC, March 23-25, 1995).