Teaching evaluation

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The evaluation of courses by the participants is called teaching evaluation . A distinction must be made between teaching evaluation (overarching areas of teaching such as study periods or library equipment) and course evaluation (evaluation of lectures and seminars). In the higher education sector, evaluation aims to record student satisfaction with the quality of teaching and its organization. This involvement of students is stipulated in Section 6 of the University Framework Act. Teaching evaluation serves to ensure quality in teaching.

definition

Heiner Rindermann understands evaluation in the teaching context to be a "systematic analysis and empirical investigation of concepts, conditions, processes and effects of targeted activities for the purpose of their evaluation and modification". Accordingly, in the context of university evaluations, the assessment of teaching is usually asked directly in the form of a student critique of the event.

Goals of a teaching evaluation

Teaching evaluations can be carried out with a variety of different goals. Teaching evaluation thus primarily serves to provide feedback on their work to the lecturers and is therefore part of quality assurance. Course evaluation can also be used here as a basis for target agreements .

Souvignier and Gold (2002) summarize three general goals as the basic perspectives of a teaching evaluation:

  • feedback
  • control
  • research

These areas can be weighted differently, depending on whether the focus is more on a feedback and communication model, control and personnel assessment, or evaluation research itself.

Teaching evaluation instruments

In a course evaluation, the participants are usually asked to comment on the course via questionnaire . There are a large number of different questionnaires, many of which are unfortunately not checked with regard to the central quality criteria of objectivity , reliability and validity . Examples of proven standardized questionnaires in which such tests were carried out are the FEVOR, HILVE, KIEL, MFE-S and MFE-V as well as the TRIL.

Online teaching evaluation

Due to the advantages of online surveys , teaching evaluations are increasingly being collected online. This places special demands on the course evaluation systems, especially with regard to the usability of these systems or data security . Due to their flexible application options, electronic audience response systems can also be used for selective and comparative evaluation of teaching.

See also

literature

  • HW Marsh: Students evaluations of university teaching - dimensionality, reliability, validity, potential biases, and utility. In: Journal of Educational Psychology. 76 (5), 1984, pp. 707-754.
  • H. Rindermann: Investigation into the usefulness of student teaching evaluation. Verlag Empirische Pädagogik, Landau 1996.
  • H. Rindermann: Course Evaluation - Introduction and overview of research and practice in course evaluation at universities. With a contribution to the evaluation of computer-based teaching. 2nd Edition. Empirical pedagogy, Landau 2009.
  • B. Schmidt, T. Loßnitzer: Course evaluation: State of the art, a definition proposal and lines of development. In: Journal for Evaluation. 9 (1), 2010, pp. 49-72.
  • Werner Zillig: Assessment in teaching evaluations. In: Journal for Literary Studies and Linguistics 45, 2017, pp. 66–85.

Web links

Individual evidence

  1. ↑ H. Rindermann: Teaching Evaluation - Introduction and Overview of Research and Practice of Course Evaluation at Universities. With a contribution to the evaluation of computer-based teaching. Empirical pedagogy, Landau 2009.
  2. ^ H. Rindermann: Teaching evaluation at universities: conclusions from research and application for university teaching and its evaluation. In: Journal for Evaluation. 2/2003, pp. 233-256.
  3. ↑ H. Rindermann: Teaching Evaluation: Introduction and overview of research and practice in teaching evaluation at universities with a contribution to the evaluation of computer-based teaching. Verlag Empirische Pädagogik, Landau 2001.
  4. ↑ M. Krämer: Evaluation and target agreement in the university - quality assurance and / or discipline. In: G. Krampen, H. Zayer (Ed.): Psychology Didactics and Evaluation. Volume IV, Deutscher Psychologen Verlag, Bonn 2003, pp. 215-231.
  5. ↑ E. Souvignier, A. Gold: Questionnaires for teaching evaluation: What can they achieve? In: Journal for Evaluation. 2/2002, pp. 265-280.
  6. ↑ T. Staufenbiel: Questionnaire for the evaluation of university courses by students and teachers. In: Diagnostica. 46 (4), 2000, pp. 169-181. (Doc) ( Memento from June 11, 2007 in the Internet Archive ) (Link to the questionnaire)
  7. ↑ H. Rindermann: Teaching Evaluation: Introduction and overview of research and practice in teaching evaluation at universities with a contribution to the evaluation of computer-based teaching. Verlag Empirische Pädagogik, Landau 2001.
  8. ↑ G. Gediga, K. of cans, F. Schnieder, S. Köhne, H. Luck, B. Schneider: Kiel: A communication tool for the evaluation of courses. Methodos, Bissendorf 2000.
  9. ↑ G. Hirschfeld, MT Thielsch: Münsteraner questionnaire for the evaluation of seminars (MFE-S). In: A. Glöckner-Rist (Ed.): Compilation of social science items and scales . ZIS version 13.0. GESIS, Bonn 2009. (Link to the questionnaire)
  10. ↑ G. Hirschfeld, MT Thielsch: Münsteraner questionnaire for the evaluation of lectures (MFE-V). In: A. Glöckner-Rist (Ed.): Compilation of social science items and scales . ZIS version 13.0. GESIS, Bonn 2009. (Link to the questionnaire)
  11. ↑ M. Gollwitzer, W. Schlotz: The “Trier Inventory for Course Evaluation” (TRIL): Development and first theoretical tests. In: G. Krampen, H. Zayer (Ed.): Psychology Didactics and Evaluation. Volume IV, Deutscher Psychologen Verlag, Bonn 2003, pp. 114–128. (Website) ( Memento from May 27, 2007 in the web archive archive.today )
  12. ↑ M. Gumpinger: Online teaching evaluation systems: requirements and implementation using the example of the medical curriculum. Dissertation . Munich 2008. (PDF, 8 MB)