Assessing Enhancement of Learning, Personal Learning Environment, and Student Efficacy: Alternatives to Traditional Faculty Evaluation in Higher Education.

Autor/inn/en	Ellett, Chad D.; Loup, Karen S.; Culross, RIta R.; McMullen, Joanne H.; Rugutt, John K.
Titel	Assessing Enhancement of Learning, Personal Learning Environment, and Student Efficacy: Alternatives to Traditional Faculty Evaluation in Higher Education.
Quelle	In: Journal of personnel evaluation in education, (1997) 2, S.167-192 PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0920-525X
DOI	10.1023/A:1007989320210
Schlagwörter	High Education; Learning Environment; Faculty Teaching; Student Rating; Rating Information
Abstract	Abstract This study was informed by three bodies of important literature: (1) research on faculty teaching performance and course evaluation in higher education, (2) research on students' personal (constructivist-based) views of characteristics of teaching and learning environments, and (3) human efficacy. The article describes the development and validation of a new measure designed to assess students' perceptions of the extent to which higher education learning environment characteristics enhance students' personal learning. Results of factor analyses of the Student Assessment of Teaching and Learning (SATL) and criterion-related validity analyses are reported for 2,190 students in 145 separate classes. Criteria used for analysis are (1) measures of students' perceptions of constructivist-based, personal learning environments and students' self-efficacy beliefs, (2) course emphasis on higher-order thinking skills and personal and applied knowledge, and (3) two summative judgments of overall course quality. Implications of the findings are discussed in light of using student rating information for formative evaluation purposes and using students' reflections on personal learning as an element of assessing the quality of teaching and learning in higher education settings. This latter view is contrasted to procedures that are more traditionally used to evaluate faculty, teaching, and course characteristics.
Erfasst von	OLC
Update	2023/2/05