期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2015
出版社：The Canadian Engineering Education Association (CEEA)
摘要：Student evaluation of teaching (SET) has been used as a metric to arguably evaluate instructor effectiveness and quality of instruction since the 1920s. SET is used in decisions regarding annual evaluation (of faculty) and is one of the most researched topics in evaluation of instructor effectiveness. Central research questions associated with SET include whether SET is an appropriate measure of effectiveness and whether it leads to improved teaching and quality of graduates. In the fall 2013, the Faculty of Engineering at the University of Alberta for the first time administered SET online. The transition from paper-based and in class SET to online and out of class SET provides a unique opportunity to investigate changes in SET response rate and ratings of overall instructor effectiveness that could be attributed to change in protocol and that would suggest protocol-related bias. Our preliminary results show lower response rates for online SET and effectiveness scores that were outside one standard deviation of the previous 5-year mean. These findings show the importance of continuing to monitor web-based SET results and point to directions of further research. At this time, this will not be possible, as the Faculty of Engineering has discontinued online SET testing after a single term.
