Deciphering Student Evaluations For Increased Learning

• In Event: 514 - Section on Teaching and Learning in Sociology Roundtables (one-hour). Table 01. Challenging Perceptions and Realities
  In Refereed Roundtable: Table 03. Assessing Students and Faculty

Abstract

A colleague of mine lamented that he disliked reading his end of term evaluations because the only comments he ever remembered were the negative ones. Another colleague stated that she never read her evaluations because the students were not qualified to judge whether or not she had done a quality job. Yet another stated that the evaluations had no value because the response rates were so low. Their comments got me to thinking, “How should we as faculty use evaluations and how can we decipher the information that they contain to help us improve our classes and not feel harmed in the process?” This roundtable session will review the interdisciplinary literature on teaching evaluations and will provide interpretations for the learning challenges that inform some of the most common comments that students offer. Interpreted phrases include “I don’t know what you want/Your questions are tricky.” “I studied for 4 hours and knew everything.” “The readings/assignments are too difficult.” “The instructor goes on tangents all of the time.” “The instructor pushes a point of view.” Pedagogical concepts that relate to these student concerns that will be discussed include: scaffolding, testing effects, deliberative practice, metacognition, unlearning, transparency and the myth of multitasking.

Author

• Melinda Jo Messineo, Ball State University