Shall the Student Rate the Professor
Bibliographic Data
| ID | 9008745 |
|---|---|
| Authors | Lily Detchen (corresponding author) |
| Year | 1940 |
| Volume | 11 |
| Issue | 3 |
| Pages | 146-154 |
| Publication date | 1940-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Journal of Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-1546 • E-ISSN: 1538-4640 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00221546.1940.11773040 |
| OpenAlex | W2316500973 |
| Language | EN |
| Citations received | 1 |
| References cited | 6 |
W HY should the student who may be unskilled in critical analysis of teaching and, perhaps, biased in judgment be given the opportunity to grade his professor officially? It is a provocative question and one which this paper attempts to answer in part by an integrative presentation of those considerations which have arisen in the course of the previous research that bears upon this problem and in part through an original contribution to the data on students' opinions in faculty rating. Thorndike has formulated a psychological assumption, to some extent now substantiated by experimental evidence, that an attitude of satisfaction or annoyance is conducive to learning. The pupil-teacher relationship constitutes this basis of satisfaction or annoyance for the student. In the final analysis, therefore, it seems quite reasonable to conclude that we must look directly to students' responses to answer the question authentically. It will not be the purpose of this presentation to sell the teacherrating-by-student idea. The writer will not mention even facetiously that the results obtained with students' rating of their professors have been just as reliable if not more so than the results obtained from professors' ratings of students! But this point will be underscored: the student does have an opinion which he will record sincerely if given the opportunity and which can make a helpful contribution toward a better planning for his welfare. The teacher-rating is the one device for utilizing student opinion which will be treated here, but it is not the only means at hand. In the College at the University of Louisville, the writer has seen successful instances where student opinion has formed the basis for important curriculum revisions. Several classes of graduating Seniors have helped to improve by their criticisms some of the recently introduced senior divisional and major integration courses. Many a Freshman and many an older student have proffered sufficient reasons for drastic changes in the freshman survey course; a new group of current courses have been evaluated in part through the opinions of the students who were registered in
Mathematics education · Pedagogy · Sociology · Evaluation of Teaching Practices · Psychology
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2024 - 2024 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |