Η αξιολόγηση του εκπαιδευτικού τριτοβάθμιας εκπαίδευσης από το φοιτητή: πρόταση εργαλείου συλλογής πληροφοριών

Abstract

Most of the recent literature on the evaluation of instructional effectiveness has underlined the need for an informative and reliable method (Aleamoni, 1999). There are many proposals about the way someone can attain the collection of data, which can base the decisions related to the function of the evaluation. But the fact is that the most common source in the universities of the world is the students (Fresko & Nasser, 2001). The student ratings have become synonymous with the evaluation of instructor and instruction. In Greece, the university teacher evaluation remains a point of arguments. In such a climate, the discussion for student ratings of instructors seems absurd. However, the new legislations about universities evaluation propose the direct student evaluation of teachers. Maybe the question is not whether the students can judge their teachers, but in what way we can collect valid and reliable information, about teacher’s performance. This study investigated the opinions of university students and instructors, in order to reveal the variables involved in determining teachers competence. The objective of this research was to gather the necessary data, which could aloud the construction of a comprehensive and functional student rating form. The results of the research leaded to four groups of questions, related to the product of the instruction, the process, the professionalism of the instructors and their presage. The students should fill in the form in two periods, at the middle and at the end of each semester. The form designed is electronic, and the students could reach it only by net.

Η έρευνα αφορά τις μεταβλητές που ορίζουν την ικανότητα του εκπαιδευτικού τριτοβάθμιας εκπαίδευσης. Πιο συγκεκριμένα διερευνήθηκε η ισχύς της πρότασης του I. King με σκοπό να δημιουργηθεί φόρμα συλλογής πληροφοριών που θα μπορεί να συμπληρωθεί από τους φοιτητές μέσω του διαδικτύου. Η προτεινόμενη φόρμα περιλαμβάνει τέσσερις ομάδες κριτηρίων. Αποτελεσματικότητα, μαθησιακή διαδικασία, ενδιαφέρον, επαγγελματικό προφίλ.