| Título: | Student Ratings of Teaching Effectiveness: Student Engagement and Course Characteristics |
| Autores: |
Beran, Tanya; University of Calgary Violato, Claudio; University of Calgary |
| Fecha: | 2009-05-01 |
| Publicador: | Canadian Journal of Higher Education |
| Fuente: |
 |
| Tipo: | research-article |
| Tema: | No aplica |
| Descripción: | Characteristics of university courses and student engagement were examined in relation to student ratings of instruction. The Universal Student Ratings of Instruction instrument was administered to students at the end of every course at a major Canadian university over a three-year period. Using a two-step analytic procedure, a latent variable path model was created. The model showed a moderate fit to the data (Comparative Fit Index = .88), converged in _0 iterations, with a standardized residual mean error of .03, χ2 (_49) = _988.59, p < .05. The model indicated that course characteristics such as status and description are not directly related to student ratings. Rather, they are mediated by student engagement, which is measured by student attendance and expected grade. It was concluded that, although the model is statistically adequate, many other factors determine how students rate their instructors. Cette recherche évalue les caractéristiques des cours universitaires ainsi que la participation des étudiants en rapport avec l’évaluation estudiantine de l’enseignement. Pendant trois ans, dans une grande université du Canada, on a administré un outil d’évaluation appelé « Universal Student Ratings of Instruction » [évaluation estudiantine globale de l’enseignement] auprès des étudiants, à la fin de chaque cours. On créa un modèle d’analyse à variables latentes en utilisant une méthode d’analyse à deux étapes. Le modèle s’accordait passablement aux données (Indice d’ajustement comparatif = .88), a convergé dans dix itérations avec une déviation standard à résidu normalisé de .03, χ2 (_49) = _988.59, p < .05. Le modèle démontre que les caractéristiques des cours tels que le statut et la description ne sont pas directement liés aux évaluations des professeurs. Elles sont plutôt influencées par la participation des étudiants, et mesurées par l’assiduité des étudiants ainsi que par les notes anticipées. Bien que le modèle soit adéquat statistiquement, les résultats suggèrent qu’il existe plusieurs autres éléments influençant l’évaluation des professeurs par les étudiants. |
| Idioma: | Inglés |
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