期刊名称：Canadian Journal for the Scholarship of Teaching and Learning
电子版ISSN：1918-2902
出版年度：2019
卷号：10
期号：3
页码：1-19
DOI：10.5206/cjsotl-rcacea.2019.3.8052
出版社：Society for Teaching and Learning in Higher Education
摘要：At most colleges and universities, students are invited to complete Student Evaluation of Teaching (SETs), which have both formative and summative purposes. In this convergent mixed methods study we evaluated if we could influence (a) students’ numerical responses and nature of their comments and (b) instructors’ physical and emotional responses to SET results, their perceptions of their results, and perceptions of SETs overall. Students who received an in-class intervention submitted more qualified comments, addressed specific issues, and made more recommendations for improvements compared to students who did not receive the intervention. Instructors reported reduced physical symptoms related to SETs after they received the intervention. Instructors reported that the intervention helped them let go of feelings of frustration and isolation and that they had acquired new strategies for opening, reading, and interpreting SET results. They continued, however, to report feeling apprehensive, uneasy, and uncertain about impending SET results.
其他关键词：teacher evaluation, student feedback, university, instructor; évaluation des enseignants, feedback des étudiants, université, instructeur
