Making meaning from student evaluations of teaching: Seeing beyond our own horizons

Authors

  • Carina Jia Yan Zhu University of Calgary
  • Diana White University of Calgary Qatar
  • Janet Rankin University of Calgary
  • Christina Jean Davison Zayed University

DOI:

https://doi.org/10.20343/teachlearninqu.6.2.10

Keywords:

Student evaluations of teaching, nursing education, student feedback, hermeneutics, listening

Abstract

Within postsecondary education, the assessment of effective teaching has largely relied upon student evaluations of teaching. However, the process through which teachers make sense of their student evaluations is unclear. A research team of six undergraduate nursing students and four nursing educators explored the research question: How do nursing educators make meaning from their student evaluations of teaching? Gadamerian hermeneutics guided unstructured interviews with nursing educators working at a Middle East campus of a Canadian university. The interview transcripts were interpreted through a process of naïve readings, rereadings, interpretive dialogues, and interpretive writing that generated the following hermeneutic interpretations:

  1. Teachers make meaning of their student evaluation through generalized subjective characterizations of students and through their expressed intentions for their teacher-student relationships.
  2. Some of these characterizations and expressed intentions obscured what truths could be learned from the student evaluations of teaching.
  3. The experience of receiving critical student feedback invoked a personal response, at the same time, paradoxically, teachers worked hard to “not take it personally.”

We suggest the practice of deep listening as a way to understand students’ feedback. The main takeaway message from this research is that teachers need a supportive and sustaining community of peers who are also open to listening deeply to the truths embedded in student evaluations of teaching.

Author Biographies

Carina Jia Yan Zhu, University of Calgary

Carina Zhu is an Instructor with the Faculty of Health Sciences at the University of Lethbridge (Canada) . Her areas of passion include public health, harm reduction and community health nursing.

Diana White, University of Calgary Qatar

Diana White is an Instructor at University of Calgary in Qatar. Her areas of passion include treatment adherence in chronic disease management, wellness care in primary care services, and nursing education.

Janet Rankin, University of Calgary

Janet Rankin is an Associate Professor at University of Calgary (Canada). Her program of research explores the social organization of nursing work and nursing education.      

Christina Jean Davison, Zayed University

Christina Davison is an Instructional Designer at Zayed University (Dubai). Her research interests are in educational development, transnational teaching, educational technology, and student engagement.

References

Ballantyne, R., Borthwick, J., & Packer, J. (2000). Beyond student evaluation of teaching: Identifying and addressing academic staff development needs. Assessment & Evaluation in Higher Education, 25(3), 221-236. https://doi.org/10.1080/713611430

Baumeister, R. F., Bratslaysky, E., Finkenauer, C., & Vohs, K. D. (2001). Bad is stronger than good. Review of General Psychology, 5(4). 332-370. http://dx.doi.org/10.1037/1089-2680.5.4.323

Beran, T. N., & Rokosh, J. L. (2009). Instructors’ perspectives on the utility of student ratings of instruction. Instructional Science, 37(2), 171-184. https://doi.org/10.1007/s11251-007-9045-2

Berk, R. A., Naumann, P. L., & Appling, S. E. (2004). Beyond student ratings: Peer observation of classroom and clinical teaching. International Journal of Nursing Education Scholarship, 1(1), 1-26. https://doi.org/10.2202/1548-923X.1024

Carper, B. (1978). Fundamental patterns of knowing in nursing. Advances in Nursing Society, 1(1), 13-24. Clayson, D. E., & Haley, E. A. (2011). Are students telling us the truth? A critical look at the student evaluation of teaching. Marketing Education Review, 21(2), 101-112. https://doi.org/10.2753/MER1052-8008210201

Cleary, M., Happell, B., Lau, S. T., & Mackey, S. (2013). Student feedback on teaching: Some issues for consideration for nurse educators. International Journal of Nursing Practice 19(S1), 62-66. https://doi.org/10.1111/ijn.12018

Contradiction. (n.d. a) Online Etymological Dictionary. Retrieved from http://www.etymonline.com/index.php?allowed_in_frame=0&search=contradiction&searchmode=none

Contradiction. (n.d. b). Merriam-Webster Online Dictionary. Retrieved from http://www.merriam-webster.com/dictionary/contradiction

Denzin, N. K., & Lincoln, Y. S. (Eds.) (2005). The Handbook of Qualitative Research (3rd ed.). Thousand Oaks: Sage. Emmelman, D. S., & DeCesare, M. (2007). College students’ perceptions of their “best” and “worst” courses and instructors. International Review of Modern Sociology, 33(2), 227-244. https://scholarworks.merrimack.edu/soc_facpub/2

Frick, T. W., Chadha, R., Watson, C., & Zlatkovska, E. (2010). Improving course evaluations to improve instruction and complex learning in higher education. Education Technology Research Development, 58(2), 115¬136. https://www.jstor.org/stable/40603152

Gadamer, H-G. (1989). Truth and Method (2nd rev. ed.) (J. Weinsheimer & D. G. Marshall, Trans.). New York: Continuum.

Green, D. M., & Swets, J. A. (1966). Signal Detection Theory and Psychophysics. New York: Wiley. Hammersley-Fletcher, L., & Orsmond, P. (2004). Evaluating our peers: Is peer observation a meaningful process? Studies in Higher Education, 29(4), 489-504. https://doi.org/10.1080/0307507042000236380

Lindahl, M. W., & Unger, M. L. (2010). Cruelty in student teaching evaluations. College Teaching, 58(3), 71-76. https://doi.org/10.1080/87567550903253643

Maturana, H. R. (1988). Reality: The search for objectivity of the quest for a compelling argument. Irish Journal of Psychology, 9(1), 25-82. https://doi.org/10.1080/03033910.1988.10557705

Moore, S., & Kuol, N. (2005). Students evaluating teachers: Exploring the importance of faculty reaction to feedback on teaching. Teaching in Higher Education, 10(1), 51-73. https://doi.org/10.1080/1356251052000305534

Moules, N. J. (2002). Hermeneutic inquiry: Paying heed to history and Hermes-An ancestral, substantive, and methodological tale. International Journal of Qualitative Methods, 1(3), Article 1. https://doi.org/10.1177/160940690200100301

Moules, N. J., McCaffrey, G. P., Field, J. C., & Laing, C. M. (2015). Conducting Hermeneutic Research: From Philosophy to Practice. New York: Peter Lang.

Noise (n.d.). Online Etymological Dictionary. Retrieved from https://www.etymonline.com/word/noise#etymonline_v_9738

Powell, N. J., Rubenstein, C., Sawin, E. M., & Annan, S. (2014). Student evaluations of teaching tools: A qualitative examination of student perceptions. Nurse Educator, 39(6), 274-279. https://doi.org/10.1097/NNE.0000000000000066

Roxå, T., & Mårtensson, K. (2009). Significant conversations and significant networks-exploring the backstage of the teaching arena. Studies in Higher Education, 34(5), 547-559. https://doi.org/10.1080/03075070802597200

Schmelkin, L. P., Spencer, K. J., & Gellman, E. S. (1997). Faculty perspectives on course and teacher evaluations. Research in Higher Education, 38(5), 575-592. https://doi.org/10.1023/A:1024996413417

Sherman, D. K., & Cohen, G. L. (2006). The psychology for self-defense: Self-affirmation theory. In M. Zanna (Ed.), Advances in Experimental Social Psychology. vol. 38 (pp. 183-242). New York: Academic Press.

Smith, K., & Welicker-Pollak, M. (2008). What can they say about my teaching? Teacher educators’ attitudes to standardized student evaluation of teaching. European Journal of Teacher Education, 31(2), 203-214. https://doi.org/10.1080/02619760802000248

Speziale, H. J. S., & Carpenter, D. R. (2003). Qualitative Research in Nursing: Advancing the Humanistic Perspective (3rd ed.). Philadelphia: Lippincott Williams & Wilkins.

Steiner, S., Holley, L. C., Gerdes, K., & Campbell, H. E. (2006). Evaluating teaching: Listening to students while acknowledging bias. Journal of Social Work Education, 42(2), 355-376. https://doi.org/10.5175/JSWE.2006.200404113

Tanner, W. P., & Swets, J. A. (1954). A decision-making theory of visual detection. Psychology Review, 61(6), 401¬409. http://psycnet.apa.org/doi/10.1037/h0058700

Tapp, D. M. (2001). Conserving the vitality of suffering: Addressing family constraints to illness conversations. Nursing Inquiry, 8(4), 254-263. https://doi.org/10.1046/j.1440-1800.2001.00118.x

Zabaleta, F. (2007). The use and misuse of student evaluations of teaching. Teaching in Higher Education, 12(1), 55-76. https://doi.org/10.1080/13562510601102131

Downloads

Published

2018-09-25

How to Cite

Zhu, Carina Jia Yan, Diana White, Janet Rankin, and Christina Jean Davison. 2018. “Making Meaning from Student Evaluations of Teaching: Seeing Beyond Our Own Horizons”. Teaching and Learning Inquiry 6 (2):127-42. https://doi.org/10.20343/teachlearninqu.6.2.10.