ABSTRACT

Open-ended qualitative questions aid in participatory evaluation and are alternatives to the typical student evaluation of teaching forms. One method of qualitative evaluation consists of three prompts that ask students to comment on the aspects of the course that they feel the instructor should Stop, Start, and Continue. In order to assess the viability of this method formally, a study was performed in which students were recruited to view one of two videos that intentionally featured instructors with different teaching styles on two different occasions. Textual analysis showed that students used different words to assess the two videos and used similar terms between the two sessions. These analyses show that the open-ended questions of the SSC can act as practical alternatives to the typical close-ended questions in the student evaluation of teaching.

摘要

开放式定性问题有助于参与式评价，是典型学生对教学形式评价的替代方案。一种定性评估方法包括三个提示，要求学生就他们认为教师应该停止、开始和继续的课程方面发表评论。为了正式评估这种方法的可行性，进行了一项研究，在该研究中，学生被招募来观看两个视频中的一个，这些视频有意在两个不同的场合展示具有不同教学风格的教师。文本分析表明，学生使用不同的词来评估两个视频，并在两个会话之间使用相似的术语。这些分析表明，SSC的开放式问题可以作为学生评价教学中典型封闭式问题的实用替代方案。