ABSTRACT

The shift in higher education towards emphasis in quality processes and practices triggered universities to question their existing quality mechanisms to meet the demands of globalisation. Within the scope, despite extensive controversy on their implementation, student evaluations of teaching quality were initiated or the existing evaluation processes started to be improved so as to respond to quality criteria as specified by a substantial number of assessment and evaluation procedures. This study investigates instructors’ perceptions on the influence of student evaluations on teaching quality. It reports on findings from a qualitative study in which interviewing methodology was used to explore how student evaluations can lead to improvement of teaching quality. Data was collected from Turkish and American instructors via semi-structured questionnaire forms and analysed through thematic analysis from a comparative perspective. The findings of the study demonstrate that student evaluations can lead to improvement of teaching quality on condition that articulated concerns are elaborated on with regard to design of the evaluation scheme, administration of evaluation of teaching quality and post-evaluation procedures. Pedagogical implications are presented to widen understanding about the concerns that instructors hold in both countries as well as recommendations to be considered for ideal practice.

摘要

高等教育向注重质量过程和实践的转变促使大学质疑其现有的质量机制，以满足全球化的需求。在此范围内，尽管对其实施存在广泛争议，但还是开始对学生的教学质量进行评估，或者开始改进现有的评估过程，以响应大量评估和评估程序所规定的质量标准。本研究调查了教师对学生评价对教学质量的影响的看法。它报告了定性研究的结果，在定性研究中，采用访谈方法来探讨学生的评估如何提高教学质量。通过半结构化的问卷调查表从土耳其和美国讲师那里收集数据，并从比较的角度通过主题分析进行分析。这项研究的结果表明，在阐述了有关以下方面的关注的前提下，学生的评估可以提高教学质量。设计评价方案，教学质量评价的管理和后评估程序。提出了教学上的意义，以加深对两国教员的关注以及理想实践中应考虑的建议的理解。