NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1163052
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0260-2938
Comparing Student, Instructor, Classroom and Institutional Data to Evaluate a Seven-Year Department-Wide Science Education Initiative
Jones, Francis
Assessment & Evaluation in Higher Education, v43 n2 p323-338 2018
We compared seven unrelated data-sets to evaluate a major education improvement initiative. Perceptions of students in 54 course sections were surveyed regarding the helpfulness of 39 specific teaching or learning strategies, and relative workloads and enthusiasm were compared to their other courses. Classes were observed using an established protocol, instructors completed a teaching practices inventory, and their experience with evidence-based pedagogies was established. A graduation exit survey provided longitudinal indications of changes prior to the study, and institutional student ratings of instruction were obtained. This study sought to determine whether improvements were consistently revealed by these data, how perceptions depended upon class size, course improvement model and instructor experience, and whether student ratings captured consistent perceptions about effectiveness. Overall, results compared favourably. Student perceptions and observed effectiveness depended mainly upon class size and improvement strategy. Students found experiences more effective in courses taught by experienced instructors and in classes observed to be more active. Relative workloads were not correlated with any measure of effectiveness while relative enthusiasm was higher in courses perceived to be more effective. Student ratings were consistent with other data-sets, although they did not provide information specific enough for informing further improvements.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A