University of Oklahoma Health Sciences Center, College of Pharmacy, Oklahoma City, Oklahoma.
Manchester University College of Pharmacy, Natural and Health Sciences, North Manchester, Indiana.
Am J Pharm Educ. 2019 Jun;83(5):7177. doi: 10.5688/ajpe7177.
To review and recommend strategies for utilizing student ratings of instruction (course and instructor) including considerations regarding design, administration, and use and interpretation of results. Improving course delivery and pedagogy using student ratings of instruction requires programs to design evaluation instruments that are aligned with the following good, scholarly teaching criteria: offer 10-20 rating scale questions and at least one written response question, ensure that students understand what the questions are asking, use a standardized form for evaluating all faculty members, allow for additional tailored questions to be added to the form, and employ a four- or five-point rating scale with a "not applicable" option. When administering evaluations, programs should limit the number of faculty members evaluated to those teaching greater than or equal to five clock hours of lecture or schedule evaluations based on academic rank; use an online course evaluation tool; randomly select students to participate; offer the evaluation at the end of the term (and/or midpoint for team taught classes); offer the evaluation during scheduled class time; and allow for voluntary, anonymous student participation. Finally, programs should create an assessment plan that outlines the results' release timeline, a list of who will receive result summaries, and how the results will be used. Programs should also encourage faculty reflection, offer mentoring in results interpretation, coach faculty members to summarize and quantify comments and longitudinally track results using tables, and create an accountability action plan to address deficiencies. In order to better ensure that student ratings of instruction are used to improve teaching, colleges and schools should adopt intentional design, structured administration processes, and transparent reporting of results.
审查和推荐利用学生教学评估（课程和教师）的策略，包括设计、管理以及使用和解释结果的注意事项。使用学生教学评估来改进课程教学和教学法，要求课程设计评估工具与以下良好的学术教学标准保持一致：提供 10-20 个评分量表问题和至少一个书面回答问题，确保学生理解问题的要求，使用标准化表格评估所有教师，允许在表格中添加额外的定制问题，并采用四或五分制评分量表，并提供“不适用”选项。在进行评估时，课程应将评估的教师人数限制在教授大于或等于五个小时的讲座或根据学术等级安排评估的教师；使用在线课程评估工具；随机选择学生参与；在学期末（和/或团队授课班级的中点）提供评估；在规定的上课时间提供评估；并允许学生自愿匿名参与。最后，课程应制定评估计划，概述结果发布时间表、将收到结果摘要的人员名单以及如何使用结果。课程还应鼓励教师反思，提供结果解释指导，指导教师总结和量化评论，并使用表格进行长期跟踪结果，并制定问责行动计划以解决不足之处。为了更好地确保学生教学评估用于改进教学，学院和学校应采用有目的的设计、结构化的管理流程以及结果的透明报告。
