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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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Published in:Journal of Higher Education Vol. 44; no. 8; pp. 587 - 596
Main Author: Kohlan, Richard C.
Format: Article
Published: Taylor & Francis Ltd Nov1973
Subjects:
Assessment of education
Educational objectives
Education
Curriculum enrichment
Continuous progress programs
Student evaluation of curriculum
School improvement programs
Universities & colleges
Task analysis (Education)
Online Access:View this record in EBSCOhost
Summary: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.