Naslov
TEACHER ASSESSMENT AND EVALUATION – WHY SHOULD WE CARE?

Autori
Mekovec, Renata ; Kirinić, Valentina

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
EDULEARN22 Proceedings, 14th International Conference on Education and New Learning Technologies / Gómez Chova, Luis ; López Martínez, Agustín ; Lees, Joanna - Valencia : International Academy of Technology, Education and Development (IATED), 2022, 5663-5670

ISBN
978-84-09-42484-9

Skup
14th Annual International Conference on Education and New Learning Technologies (EDULEARN22)

Mjesto i datum
Palma de Mallorca, Španjolska, 04.07.2022. - 06.07.2022

Vrsta sudjelovanja
Poster

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
higher education, teaching, quality, evaluation, student surveys.

Sažetak
In most higher education institutions, students are required to complete teacher evaluation surveys. In some countries, the emphasis has been put on evaluating teaching effectiveness in order to influence teacher salaries and promotion of the institution. However, such assessments are part of broader quality management systems, with an emphasis on improving teaching and serving as a resource for developing teaching practice. The primary goal of teacher assessment and evaluation should be to improve teachers' knowledge, skills, dispositions, and classroom practices. Comprehensive systems of continuous teacher evaluation should assist teachers in their professional development, refining their teaching skills, critically analysing their own and their students' performance, and implementing the necessary changes to improve teaching and learning. The purpose of the research presented in this paper is to investigate students' perspectives on the usefulness, efficiency, and transparency of surveys used to evaluate teachers' work. The study was carried out in six steps. The first step (1) was to identify the practice of conducting a survey for teacher evaluation in the Republic of Croatia in order to define questions for investigating students' opinions. In a second step (2), the practice of conducting a teacher assessment survey in the EU has been analysed. (3) was to define the questionnaire, followed by (4) content analysis by teachers and students. The research was carried out using (5) an online form, and (6) focus groups were held to discuss the results of the responses obtained. The primary goal of the study is to recognize important points/elements to make such an assessment meaningful (for students, staff, and faculty management) while remaining practical and feasible. As a result, an analysis of students' opinions was prepared on specific parts of the questionnaire, students' opinions on the practice of filling out surveys, survey results, and their treatment. Finally, the students' comments, criticisms, and suggestions for improvement were summarized. Some of the results and suggestions presented in the paper are as follows. Students believe that surveys should be conducted every year (not every third year) and for each type of teaching separately (lecture, seminar, laboratory exercises) instead of all types of teaching together. To be evaluated, a teacher must have a minimum of four weeks of teaching experience on a course per semester. Teaching practice of external associates / teachers who are not permanently employed should also be surveyed.

Izvorni jezik
Engleski

Znanstvena područja
Informacijske i komunikacijske znanosti

POVEZANOST RADA