Evaluating Student Course Evaluations

As a student you are evaluated everyday, but have you ever desired to be the one doing the grading? This is a thought provoking idea. Teachers grade students on almost everything these days; including participation and behavior. So wouldn’t it be nice to return the favor? Although it may sound like a great idea, it could also be a very bad one. If students were able to grade their teachers it could provide proper and thorough evaluation; help teachers to improve on what they may be lacking, and help parents understand what is going on in the classroom; but at the same time it could prove to be harmful to the student and a good teacher’s career if not implemented correctly. This is why it’s important to recognize the possible positive

Student learns about tools and standards that must follow to able to evaluate in classroom and what is other kind of evaluation that could be benefical for teacher.

The goal for using this model is to increase student learning growth by improving the quality of instructional, administrative, and supervisory practices.

As Stephanie Ingster outlines (lecture 2, slide 37), explains that teachers need to focus on assessment for learning as students are able to receive feedback and reflect during the unit rather that at the end of teaching. In this way, teachers and students are able to gain a better sense of direction for motivation and improvement in ongoing teaching and

ADA is a leading drama school in the ACT which supports over 400 students through regular drama classes in venues across Canberra.

Educational organizations from this study may understand that there has been a general lack of conceptual clarity with regard to the formative assessment practices among stakeholders as a result of which, many apparently formative assessment tools and procedures have, in effect, been summative in nature that is assessment to gauge, at a particular point in time. Although the information gleaned from this type of assessment is important, it can only help in evaluating certain aspects of the teachers' abilities and skills but the point and purpose of this study is to implement peer observation strategy to ‘enhance’ rather than ‘measure’ professional learning.

Students go through a transition period when moving from high school to college they have a lot of expectations from their instructors. They go into the class ready to see if their expectations are going to be met. When students complete a class, they have an opinion of what that class did for them. Only these students can share this opinion. Instructors encourage students to give those opinions in the class evaluation, so they know what works and what doesn’t. I disagree with discontinuing student evaluations of the colleges and universities instruction because it helps the student reflect on what was taught, it helps instructors see what they need to work on and it helps the university keep instructors accountable and helps with graduation rates.

The tables have turned, students are grading their teachers. From the beginning of their educational life students have been graded by teachers. It only makes sense to let the students that are with the teachers almost every day of the week decide how well the teacher is teaching. Education is a huge part of every student 's life. The main goal of schools should be to teach the students the best that they can. What better way to determine if a teacher is teaching at the best of their ability than to ask those who are being tought.

The overall outcomes of the 5 week course were ultimately a success, based on the previous goals set. While the main point of the classes was to disseminate information, and to lead to behavior changes that facilitated weight loss, the information handed out was overwhelming for most part. This sometimes led to participants feeling overwhelmed and stressed, about learning all the material. Furthermore, the post course evaluations gave much needed information that will help the development of future programs like this one.

Educators are faced with many challenges in accurately assessing and evaluating students, and although these two codes are closely related, their effective completion requires different actions. Assessment is a systematic process of collecting and interpreting information about students’ achievements, while evaluation refers to a value judgement that attaches meaning to the data obtained through assessment (Mc Donald, 2007). Educators are called upon to assess and evaluate students who they instruct based on the students’ learning outcomes and course objectives.

When hiring professors at your university, would you want to hire the instructor based on their previous students grade and not based on a bias student evaluation? Two different studies, performed at two different universities which are located in two different countries show that under many different circumstances that the female instructor is always at a disadvantage compared to male instructors due to bias student evaluations that universities use in their hiring process. More universities may stop using student evaluations in their hiring process, if they were informed and made aware that these evaluations are actually bias. Female instructors clearly have a disadvantage in comparison to male instructors when seeking employment at universities.

Barbara Blackburn (2017) asks the question, “Why do we grade assignments”? are we determining their progress, do we need to make a decision about how instruction is presented, why? Student evaluations should not just be about grades, but to think about the purpose of the evaluation. Once you determine why something should be graded, develop a format that best meets the purpose for the grading. For example, according to Blackburn, “if you simply want to use grades to place students into skill-based groups, you need to use some form of test or product that specifically shows you if the students understand or do not understand. Furthermore, use a variety of assessments; one size does not fit all, make sure the type of assessment

Classroom assessment is among an instructor’s most essential educational tool. When the assessment is properly

The way these evaluations should be done is by looking at several of the student’s tests during the school year. This will also make sure the teacher is on track and teaching the assured skills. This process also allows the teacher to know where her students stand among the other classes being taught the same thing. These standards and evaluations would also make the teacher take more time to prepare for class.

Within a high school, there is a great divide. It separates the successful students, those were doing well and all of their classes, from the unsuccessful students, those who are barely passing their classes or struggling to get passing. The qualities that the successful students have that the unsuccessful students have not yet mastered are the ability to be attentive in class, the initiative to organize all aspects of their school life, and the intuition needed to ask the right questions. These are the bricks in the foundation of one's achievement.