Student Evaluation of Instruction and Study Conditions. Theory-Oriented Development of Questionnaires
Bibliographic Data
| ID | 6059445 |
|---|---|
| Authors | Rainer Westermann (a Institute for Psychology in Greifswald; Institute for Psychology in Göttingen, Germany, corresponding author), Kordelia Spies (a Institute for Psychology in Greifswald; Institute for Psychology in Göttingen, Germany), Elke Heise (a Institute for Psychology in Greifswald; Institute for Psychology in Göttingen, Germany), Stefan Wollburg-Claa (a Institute for Psychology in Greifswald; Institute for Psychology in Göttingen, Germany) |
| Year | 2002 |
| Volume | 34 |
| Issue | 1 |
| Pages | 44-69 |
| Publication date | 2002-04-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | European Education (JOURNAL) |
| Journal identifiers | ISSN: 1056-4934 • E-ISSN: 1944-7086 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.2753/eue1056-4934340144 |
| OpenAlex | W1964955679 |
| Language | EN |
| Citations received | 2 |
The numerous projects for the evaluation of university teaching by students (see Gralki, Grühn, and Hecht 1993a; Mohler 1994; Reissert 1992; Westermann and Daniel 1995) have encountered not only acceptance and engaged support but also reservations and rejection in the university. The existing skepticism on the informativeness and usefulness of student evaluations of university teaching draws first on legal and educational policy arguments (Hufen 1995; Mussgnug 1992; Schick 1992) and second on scientific arguments within the field and the results of empirical studies (Kromrey 1994, 1995; Scholz 1995; Schweer and Rosemann 1995; Süllwold 1992). There are quite fundamental doubts whether students have the capacity to evaluate a class (class, seminar, etc.) and various factors are adduced that may influence the evaluation of a class in addition to the ability to do so per se—for example, the difficulty or unpopularity of the material, the specific situation with regard to premises or staff in the subject, prior knowledge, and motivation, which vary from individual to individual, group size, or the teacher's popularity. On the other hand Marsh (1984), L'Hommedieu, Menges, and Brinko (1990), Daniel (1994), Rindermann (1996), and Rindermann and Amelang (1994a and b) are sure, in the light of empirical results, that posing questions can actually give a clear idea of teaching quality, since they are intimately related to other indicators of teaching quality, and are much less distorted by interfering variables than is often feared
Empirical research · Epistemology · Mathematics education · Popularity · Skepticism · Sociology · Computer Science · Education Methods and Technologies · Evaluation of Teaching Practices · Philosophy · Psychology · Social Psychology · Teacher Professional Development and Motivation
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2020 - 2024 (5) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |