A Longitudinal Study of Student Feedback: Self-Assessment, Course Evaluation and Teacher Evaluation.

Autor/in	Griffee, Dale T.
Titel	A Longitudinal Study of Student Feedback: Self-Assessment, Course Evaluation and Teacher Evaluation.
Quelle	(1995), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Second Language Programs; College Students; Conversational Language Courses; Course Evaluation; English (Second Language); Feedback; Foreign Countries; Higher Education; Instructional Improvement; Longitudinal Studies; Second Language Instruction; Self Evaluation (Individuals); Student Attitudes; Student Evaluation of Teacher Performance; Surveys; Japan + Suchen Sie Ihr Suchwort? Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtsqualität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fremdsprachenunterricht; Schülerverhalten; Survey; Umfrage; Befragung
Abstract	An exploratory, longitudinal study was undertaken to investigate how student self-assessment, course evaluation, and student evaluation of teaching can be incorporated into university second language instruction. Three issues were addressed: whether students evaluate themselves differently in first, second, and third year classes in the same university department; how many and what kinds of suggestions students offer for course improvement; and the values that guide students' evaluation of teachers. Subjects were 44 students in one section each of first-, second-, and third year English classes in a Japanese university. All were administered a nine-question survey (appended) concerning their own performance in class, suggestions for course change, and the teacher's performance. Results indicate that, in general, there was little difference between students' self-evaluations at the three instructional levels; students tended to gain confidence and skills as the year progressed. Most students made no suggestions for course change, offering only slightly more as the course progressed. When opinions were expressed, they tended to favor more conversation and music. Comments also suggested that students valued traditional teaching behavior and communicative techniques. A brief bibliography is included. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC