A Comparison of Faculty Evaluations Early and Late in the Course.

The article presents a comparative study that determines the stability of the faculty evaluation process in early and late course. Participants were 271 male and female undergraduate students in the Arts and Science, Business Administration, and Education Colleges at the University of Nebraska at Om...

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Detalles Bibliográficos
Publicado en:	Journal of Higher Education Vol. 44; no. 8; pp. 587 - 596
Autor principal:	Kohlan, Richard C.
Formato:	Artículo
Publicado:	Taylor & Francis Ltd Nov1973
Materias:	Assessment of education Educational objectives Education Curriculum enrichment Continuous progress programs Student evaluation of curriculum School improvement programs Universities & colleges Task analysis (Education)
Acceso en línea:	Ver este registro en EBSCOhost

Descripción
Sumario:	The article presents a comparative study that determines the stability of the faculty evaluation process in early and late course. Participants were 271 male and female undergraduate students in the Arts and Science, Business Administration, and Education Colleges at the University of Nebraska at Omaha. The study utilized the 44 item Instructor Evaluation Questionnaire (IEQ). Findings of the study showed no relevant difference between early and late IEQ score on any of the four dependent measures as showed in the study's primary hypothesis. Higher class levels evaluated courses and professors more positively. The IEQ instrument did not fully support the stability of the evaluation process.