Journal of Research in Innovative Teaching - National University

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Figure 1. The Nonlinear Relationship Between Grades and Student Ratings Discussion and Conclusions The results showed that the rating instrument used at National University was both reliable and valid. These findings are mostly consistent with the findings from other researchers (e.g., Cashin, 1990; Huemer, 1990; Richardson, 2005). If the objective is to assess teaching effectiveness, the evaluation ratings used here are more than adequate. Of course, as noted above, there are caveats to using course evaluation data (e.g., they should not be the only means of evaluating faculty, they should be used to identify trends rather than to define performance as fixed in time, and moderating factors such as class size, academic discipline, student motivation, class difficulty, and response rate should be considered). But, in general, users of these ratings can be confident that they have a solid foundation for assessing teaching and learning. One of the more interesting findings in this study was the nonlinear relationship between grades (GPA) and the rating of the instructor. As noted above, studies have not always found a positive relationship between grades and students evaluations. Part of the problem may be that these researchers were only searching for a linear correlation, and if the relationship were curvilinear, the standard correlation coefficients would not be significant. In this study, we showed that there was a significant nonlinear relationship, and when a more traditional linear correlation was performed, it was not significant. Examination of the nature of the function (Figure 1) reveals that the relationship between grades and teacher rating is stronger at the higher grade levels (GPA of 3.0 or higher). At the lower grade levels (GPA less than 2.0) the relationship appears to be in the opposite 179
direction (i.e., students with low grades rate their instructors higher than students with slightly higher grades). This latter trend should be interpreted with caution because the number of students who fall into these grade levels was a small and highly select sample. A more interesting question relates to how we should interpret the rating/grade relationship. One argument is that this confirms the validity of the ratings because it shows that high ratings are associated with high student performance. An opposing argument is that this reflects student bias rather than validity. In other words, students are biased toward giving high ratings to those instructors who give high grades. This issue is too complex to be resolved with the basic design of this study, but it does suggest a possible direction for future research. References Cashin, W. E. (1990). Student ratings of teaching: A summary of the research. Management Newsletter, 4(1), 2–7. Centra, J. and Creech, F. (1976). The Relationship Between Students, Teachers, and Course Characteristics and Student Ratings of Teacher Effectiveness. Princeton, N.J.: Educational Testing Service. Goldman, L. (1985). The betrayal of the gatekeepers: Grade inflation, Journal of General Education, 37, 97–121. Goldsmid, C. A., Gruber, M. E., & Wilson, E. K. (1977). Perceived Attributes of Superior Teachers (PAST): An inquiry into the giving of teaching awards. American Educational Research Journal, 14, 423–440. Gordon, P. (2001). Student evaluations of college instructors: An overview. Working Paper, Valdosta State University. Greenwald, AG (1997). Retrieved from http://www.thefreelibrary.com/Grade+ inflation+and+student+individual+differences+as+systematic+bias...-a0132048072 Hoover-Dempsey K. (2009). Some guidelines and principles to consider in making sense of evaluation feedback. Retrieved July 25, 2009 from http://www.vanderbilt.edu/cft/lifeontenuretrack/making_sense _of_evals_khd.pdf Huemer, M. (1990). Student evaluations: A critical review. Retrieved from http://home.sprynet.com/~owl1/ sef.htm Huitt, W. (1995). A systems model of the teaching/learning process. Educational Psychology Interactive. Retrieved from http://chiron.valdosta.edu/whuitt/files/tcheval.pdf Javakhishvili, N. (2009). Professors’ portfolio: Appointment, reappointment and promotion procedures at major research public universities in USA: Case study. Tbilisi State University, Georgia. Retrieved September 11, 2009 from http://www.irex.org/programs/uasp/casestudies/09/ javakhsivhili.pdf Ory, J. (2001). Faculty thoughts and concerns about student ratings. New Directions for Teaching and Learning Special Issue: Techniques and Strategies for Interpreting Student Evaluations, 87, 3-15. Ory, J. C., & Ryan, K. (2001). How do student ratings measure up to a new validity framework In M. Theall, P. Abrami, and L. Mets (Eds.), The student ratings debate: Are they valid How can we best use them San Francisco: Jossey-Bass. Reasons to Adopt a Set of Global, Summative Questions for Teaching Evaluations. (2006). Retrieved from http://oaa.depaul.edu/_content/what/documents/Adoption%20of%20Global%20Summative%20 Questions %20-%205-1-06.pdf Rice, W. (2009). Don't shrug off student evaluations. The Chronicle of Higher Education, 23. Retrieved from http://community.globeuniversity.edu/faculty/ p=71 Richardson, J. T. E. (2005). Instruments for obtaining student feedback: A Review of the literature. Assessment and Evaluation in Higher Education, 30, 387–415. Ryan, J., Anderson, A., & Birchler, A. (1980). Student evaluations: The faculty responds. Research in Higher Education, 12, 317–333. Stockham, S. L., & Amann, J. F. (1994). Facilitated student feedback to improve teaching and learning. Journal of Veterinary Medicine, 21(2), 51–55. 180
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Journal of Research in Innovative T
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Table of Contents Editor’s Column
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Editor’s Column National Universi
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training-based method for integrati
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The Editorial Board invites the rea
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The Influence of Social Worlds on E
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experience in a strong group settin
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Table 1 Example Scenario of a Burea
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hierarchy ensures a social position
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(see Figure 5). Each member is affo
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through four types of instructional
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Hierarchic (high grid, strong Group
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Figure 10. Didactic Task Structure
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Stansberry, S., & Harris, E. (2005)
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Utilizing current research-based co
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teachers. The instructor kept a mas
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References Coburn, C. E. (2001). Co
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Organizing for Instruction Carefull
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Accelerated Learning 33
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the learning process but rather to
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Csikszentmihalyi (1982) has written
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term (intersession) gets its name b
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Some Important Issues Scott and Con
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esponsibilities). A higher percenta
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them in such a way that the likelih
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makes a valuable contribution to ou
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North American Association of Summe
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E-learning 51
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Academic Learning Today Academic in
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In the original publication by the
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• Individual (1) — Group (2) co
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Challenges and Opportunities From t
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About the Authors Cynthia (Cindy) L
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AGILE TEACHING: A CASE STUDY OF USI
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the scope-by-name feature of Ruby e
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need to deal with. Students learned
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experiment with different options f
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the students evaluate the optimum s
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Using Bibliotherapy as a Tool for C
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different clients and their present
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supervisees with a brief synopsis o
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Stick Figure, by Lori Gottlieb As t
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psychological awareness to encourag
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on the Internet. To keep the classr
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The third portion of the discussion
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Henry, S. (2005). A different appro
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elementary-age students. Linked wit
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considered in multicultural literat
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In Finding One, the conclusion was
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Stephanie: “I learned that some p
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importance in society and in school
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published in the United States. Ret
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Reading Practices in Elementary Sch
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groups of students reading by apply
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Table 2 Participant-Reported Teachi
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Table 5A Teachers’ Reading Task P
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Because electronic texts are increa
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Conclusion As teachers work to impr
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Bilingual Education and Second Lang
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successful in hiring enough qualifi
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Five Innovative Strategies That Wor
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The third strategy is “Determinin
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the categories, synthesized and def
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Fereshteh, M. H. (1995). Multicultu
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Can Balanced Bilingualism Be Achiev
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As may be seen from this discussion
Page 134 and 135: Alternatives to Current Methodologi
Page 136 and 137: education when students are isolate
Page 138 and 139: Conclusion SL learning must be a tw
Page 140 and 141: Language as Tool for a Global Educa
Page 142 and 143: encouraging passive learning. Such
Page 144 and 145: Similarly, their actions or what go
Page 146 and 147: should therefore not be glued to th
Page 148 and 149: Supplementary Reading Since there i
Page 150 and 151: Bruce, M. G., Podemski, R. S., & An
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Page 154 and 155: The Motivational and Attitudinal Ch
Page 156 and 157: Other researchers have challenged t
Page 158 and 159: education classes were taught in Ru
Page 160 and 161: Participants also described how the
Page 162 and 163: Implications and Suggestions for Fu
Page 164 and 165: National University Carlsbad, CA Em
Page 166 and 167: Assessment and Evaluation 161
Page 168 and 169: affordance of opportunities for sel
Page 170 and 171: An examination of the peer-comment
Page 172 and 173: language used in the description an
Page 174 and 175: promotes self-discovery (Saulnier e
Page 176 and 177: Appendix A Sample Language from an
Page 178 and 179: Student Evaluations of Courses and
Page 180 and 181: that there is a consistent positive
Page 182 and 183: (teaching) for all classes (11 item
Page 186 and 187: About the Authors Nataliya Serdyuko
Page 188 and 189: Best Practices 183
Page 190 and 191: The Textbook Elementary Statistics
Page 192 and 193: If the mean number of visits was as
Page 194 and 195: discussion in such courses is slow;
Page 196 and 197: Table 1. A grade list for a class o
Page 198 and 199: Sloboda, B. W. (2005). Improving th
Page 200 and 201: The Journal of Research in Innovati
Page 202: About the Author In the end of your
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