Investigating the use of sampling for maximising the efficiency of student-generated faculty teaching evaluations
Clarence D Kreiter1 & Venkatesh Lakshman2
Purpose
학생을 대상으로 설문을 하는 것은 강의나 교수 평가를 위해서 많이 사용되는 방법이다. 학생의 의견을 정확히 반영하기 위한 정보 수집을 위해서는 학생들을 평가 과정에 참여시키고 평가에 대한 사려깊은 응답을 제공해야 한다. 학생의 헌신을 유지하기 위해서 학생들이 '대충 설계된 평가(poorly planned evaluations)'를 하느라 부담을 느끼지 않도록 해야한다.
Surveys of medical students are widely used to evaluate course content and faculty teaching within the medical school. Gathering information that accurately reflects student perceptions requires that students buy into the evaluation process and be willing to provide thoughtful responses to the teaching evaluation. To maintain student commitment, it is important that medical students are not overburdened with poorly planned evaluations. Sampling might decrease the number of evaluations required of students and might also reduce the proportion of non-responses and other forms of inattentive response biases.
Methods
A sampling technique employed within a large medical lecture is described and evaluated. A generalisability study of the teacher evaluations is conducted.
Results
A high response rate and high levels of reliability were obtained by sampling a small proportion of the total class. The largest source of error was related to rater and utilising sufficient numbers of student-raters is critical to achieving reliable results.
Conclusion
Sampling can reduce evaluation demands placed on students, and preserve reliability and increase the validity of mean evaluation scores. With computer presentation, efficient sampling techniques become practical and should be part of software packages used to present teacher evaluations.
Investigating the use of sampling for maximising the efficiency of student-generated faculty teaching evaluations.
Abstract
PURPOSE:
Surveys of medical students are widely used to evaluate course content and faculty teaching within the medical school. Gathering information that accurately reflects student perceptions requires that students buy into the evaluation process and be willing to provide thoughtful responses to the teaching evaluation. To maintain student commitment, it is important that medical students are not overburdened with poorly planned evaluations. Sampling might decrease the number of evaluations required of students and might also reduce the proportion of non-responses and other forms of inattentive response biases.
METHODS:
A sampling technique employed within a large medical lecture is described and evaluated. A generalisability study of the teacher evaluations is conducted.
RESULTS:
A high response rate and high levels of reliability were obtained by sampling a small proportion of the total class. The largest source of error was related to rater and utilising sufficient numbers of student-raters is critical to achieving reliable results.
CONCLUSION:
Sampling can reduce evaluation demands placed on students, and preserve reliability and increase the validity of mean evaluation scores. With computer presentation, efficient sampling techniques become practical and should be part of software packages used to present teacher evaluations.
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