Multi-Method Evaluation of College Teaching
Abstract
Student evaluation of instruction in college and university courses has been a routine and mandatory part of undergraduate and graduate education for some time. A major shortcoming of the process is that it relies exclusively on the opinions or qualitative judgments of students rather than on assessing the learning or transfer of knowledge that takes place in the classroom. The authors developed a more objective, learning-centered approach to teaching evaluation. Standardized test tools were developed suitable for measuring the content knowledge of students in un- dergraduate courses. Course evaluations were conducted using two systems of assessment: the traditional student questionnaire feedback system and one based on the learning-centered approach using a computer-based question bank and content knowledge testing. Significant performance differences were evident in pretest/posttest comparisons of student learning. Favorable ratings of instruction were reflected in opinions on traditional student questionnaires. No relationship was demonstrated between learning as defined by end-of-course performance in content knowledge and traditional course evaluation outcomes. The authors' hypothesis that the learning-centered approach provides information that is not available using the traditional student feedback system was supported.
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