ERIC Number: EJ1261356
Record Type: Journal
Publication Date: 2020
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1913-5688
EISSN: N/A
Student Evaluations and the Performance of University Teaching: Teaching to the Test
Hoben, John L.; Badenhorst, Cecile; Pickett, Sarah
LEARNing Landscapes, v13 n1 p161-172 Spr 2020
What do course evaluation questionnaires (CEQs) do to our teaching and to our perceptions of ourselves as teachers? We are all early- to mid-career academics at a midsized Canadian university who explore how course evaluation questionnaires have affected our academic identities. By using autoethnography and critical reflection, we examine how CEQs shape and restrict our teaching identities as well as the identities of our students. Alternative ways of assessing teaching excellence and promoting communities of inquiry are explored.
Descriptors: Foreign Countries, Course Evaluation, Questionnaires, College Faculty, Beginning Teachers, Professional Identity, Teacher Evaluation, Student Evaluation of Teacher Performance, Communities of Practice, Teacher Effectiveness, Autobiographies, Ethnography, Neoliberalism, Accountability, Resilience (Psychology)
LEARN (Leading English Education and Resource Network). 2030 Dagenais Blvd West, 2nd Floor, Laval Quebec H7L 5W2 Canada. Web site: https://learninglandscapes.ca/index.php/learnland
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A