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...
| Publicado en: | Journal of Higher Education Vol. 44; no. 8; pp. 587 - 596 |
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| Formato: | Artículo |
| Publicado: |
Taylor & Francis Ltd
Nov1973
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=21477489&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 21477489 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00221546 JHE jtl: Journal of Higher Education issn: 00221546 maglogo: N pubinfo: dt: Nov1973 vid: 44 iid: 8 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 21477489 10.1080/00221546.1973.11776893 ppf: 587 ppct: 9 formats: tig: atl: A Comparison of Faculty Evaluations Early and Late in the Course. aug: au: Kohlan, Richard C. affil: counseling psychologist, University of Nebraska, Omaha su: Assessment of education Educational objectives Education Curriculum enrichment Continuous progress programs Student evaluation of curriculum School improvement programs Universities & colleges Task analysis (Education) sug: subj: Assessment of education Educational objectives Education Curriculum enrichment Continuous progress programs Student evaluation of curriculum School improvement programs Universities & colleges Task analysis (Education) ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1973 holdings: @attributes: islocal: N |
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