|
(Continued from page 3)
question, only 16.8% responded that student ratings are "unbiased;" 52,4%* responded that students are biased in favor of certain groups, and 26%* responded that students are biased against certain groups. Most of these factors are beyond the control of the faculty member.
Before and during this research program, I have heard many anecdotes of various forms of bigotry expressed by students in anonymous evaluations. One woman told me she quit teaching because a class of female students wrote personal attacks concerning her appearance; for example, one student wrote that she could improve her class by "getting a new face." After that, she could not bear to stand before a class, knowing that students were thinking such thoughts. Apparently, the use of anonymous evaluation forms encourages some students to express prejudices that they might be less likely to express on a signed form. Apparently, some faculty have even seen terrorist threats on evaluations, threats of rape and of other personal attacks. If the evaluations were not anonymous, perhaps fewer of these harassing evaluations would be made. Gayle Vogt (1992) noted that if the evaluations were not anonymous, then a faculty member could sue for libel when false information is put in writing that might affect a teacher's career.
Theories of student learning
The questionnaire defined student learning as "knowledge of the subject matter, as might be measured by objective, standardized exams...the sum of knowledge and skills that the student retains from the class and will be able to use in the future..."
How would increasing the content covered in class and in assigned readings affect student learning? 45.2%* said that increasing content would increase student learning compared to 27.9% who thought that decreasing content would increase student learning. The most common theory mentioned was that by presenting more content, students will learn more. An argument proposed for decreasing content is a variation of Gresham's law; namely, if one instructor has more content than others, students will switch sections to instructors who cover less content, resulting in lower student learning.
How would raising standards for grading affect student learning? 57.2%* responded that raising standards would increase student learning against only 7.7% who indicated the opposite effect. The theory most often expressed was that students will work to achieve a certain grade. If less is required of students to pass, then students ease off in their studies, so they will learn and retain less in the future.
The Incentive Structure and Student Evaluations
Does the current system of promotion and tenure give incentives to RAISE standards for grading? A surprisingly high 92.3%* stated "no" compared to only 5.8% who said "yes."
Does the current system of promotion and tenure encourage faculty to LOWER their standards? 70.2%* said "yes" against 28.8% who said "no."
Does the use of student evaluations encourage faculty to "WATER DOWN" content in their courses? 72.1%* said "yes" against 26.9% who said "no."
Thus, the majority opinion of the faculty is that the incentive system for tenure and promotion causes faculty to lower standards and water down courses, which most faculty members believe will decrease student learning. Apparently, the majority of faculty believe that the incentive system has the opposite effect of what a citizen in favor of quality education would support.
Trends over Time
Over the years, have you changed the amount of material presented in your classes? 48.6%* say that they now present less material against 14.9% who say that they present more material, and the rest indicate no change.
Over the years, have you changed the standards required to get a passing grade in your classes? 32.2%* say that they now use lower standards against 7.2% who say that they now use higher standards, and the rest report no change.
Since the majority opinion is that reductions in content and standards are harmful to student learning, it seems sad that so many faculty concede, even on a confidential questionnaire, making these changes that they believe reduce the quality of education. It would be interesting to ask faculty if making these changes has injured their morale.
Student Preparation and Competence of Graduates
The questionnaire asked, Please assess the preparation of students who are now enrolled in your college or university, compared to previous years. The majority (67.3%* or 140*) reported that students are not as well prepared now compared to previous years, compared to only 2.4% (5) who judged students to be better prepared. When asked what percentage of lower division students possess the study skills one should expect of the top 1/3 of high school graduates, the median response was 40%, with 85 responses below 30% and 134 (64%*) less than or equal to 50%. Ap Continued
|
|
