Sliusarenko, Tamara

Studerendes evaluering af undervisningen har været anvendt i uddannelsesinstitutioner rundt om i verden som et hjælpemiddel til at give feedback på kvaliteten af undervisningen. I dag er det et af de mest udbredte værktøjer, der anvendes til at informere lærere og administration om instruktion i en institution.Målet med afhandlingen er at udvikle effektive værktøjer til at analysere data fra de studerendes evalueringer af undervisningen og kurserne på Danmarks Tekniske Universitet (DTU).Afhandlingen udforsker både klassiske og moderne multivariat statistisk metoder til at løse forskellige spørgsmål om de studerendes evaluering af undervisningen. Afhandlingen indeholder resultater fra en undersøgelse af sammenhængen mellem de studerendes evalueringer af et kurs og de studerende evalueringer af læreren, en undersøgelse af virkningerne af midtvejsevalueringer målt ved slutevalueringer og en undersøgelse af manglende svar på evalueringen. For at udnytte informationen i besvarelse på åbne kvalitative spørgsmål blev text mining metoder anvendt for at finde relevante ros og klager fra eleverne. De foreslåede metoder bidrager til viden om de studerendes evalueringer på Danmarks Tekniske Universitet. Resultaterne giver nogle nye oplysninger, som vil hjælpe lærere og universitets ledere til bedre at forstå resultaterne af kursusevalueringer.Midtvejsevaluering var i stand til at fange begge typer kursus emner: spørgsmål, der kan løses i løbet af semestret, og også spørgsmål, der kun kan løses det efterfølgende semester. Derudover kan det være en fordel at foretage en kort slutningenevalueringen med meget begrænset antal af spørgsmål, som fokuserer på de generelle kursus problemer efter den endelige eksamen for at opnå studerendes tilbagemeldinger på hele undervisnings-og læringsprocessen, herunder tilpasning af vurdering af elevernes læring med kursets mål og undervisningsaktiviteter. Studenter- specifikke og kursus- specifikke egenskaber var forbundet med, om de studerende deltager i evalueringerne og med, hvordan eleverne vurderer kurser og lærere. DTU forvaltningen bør være opmærksom på, at gode studerende (med høje karakterer) er mere tilbøjelige til at deltage i kursusevalueringer, og er mere tilbøjelige til at give en højere score på kursere. De studerendes mangfoldighed på kurset bør tages i betragtning, når sammenligning af evalueringsresultaterne mellem kurser skal foretages.De studerendes skriftlige feedback gav yderligere viden om de studerendes tilfredshed eller utilfredshed. Men for at opbygge et automatiseret værktøj, der kan hjælpe med at udtrække mønstre fra studenter kommentarer vil en højere kvalitet af de indsamlede data nødvendig.Student evaluation of teaching has been used in educational institutions around the world as a means of providing feedback on the quality of teaching. Nowadays, it is one of the most widespread tools used to inform teachers and administration about the instruction given in an institution.The goal of the thesis is to develop efficient tools to analyze the data from student evaluations of teaching and courses at the Technical University of Denmark. The thesis explores both classical and modern methods of multivariate statistical data analysis to address different issues of student evaluation of teaching (SET). In particular, the thesis includes results on the investigation of the association between the student evaluations of the course and the student evaluations of the teachers, the investigation of the effects of the mid-term evaluation on the endof-term evaluations and the investigation of the student non-response on SETs. In order to utilize information from open-ended qualitative student answers, text-mining methods were applied in order to extract points of students praise and complaints.The methods proposed contribute to the knowledge about student evaluation at the Technical University of Denmark. The results provided some new information that will help teachers and university managers to better understand results of course evaluations.Mid-term course evaluation was found to be able to capture both types of course issues: issues that can be addressed during the semester and also issues that can only be addressed at the next semester. Therefore, it seems to be preferable to conduct general mid-term evaluations instead of end-of-term evaluation, so the current course students can benefit. Additionally, it might be beneficial to conduct a short end-of-term evaluation with very limited number of questions that focus on general course issues after the final exams in order to obtain student feedback on the entire teaching and learning process, including the alignment of assessment of students’ learning with course objectives and teaching activities.Student-specific and course-specific characteristics was found to be related with whether students participate in SETs and with how students evaluate courses and teachers. The DTU administrations should be aware that high achievers are more likely to participate in course evaluation survey and are more likely to give higher scores to courses. Students diversity on the course should be taken into account while making comparisons of evaluation results between courses. In the student written feedback was found be able to provide additional knowledge of student point of satisfaction or dissatisfaction. However, in order to build an automated tool that can help to extract patterns from student comments higher quality of the collected data is needed

Online Research Database In Technology

Quantitative assessment of course evaluations

http://orbit.dtu.dk/ws/files/92014707/phd318_Sliusarenko_T_web.pdf

Quantitative assessment of course evaluations

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Online Research Database In Technology