Abstract

Low response rate and quality are common challenges when administrating student evaluations of teaching (SETs). This study aimed to increase SET response rate and quality by investigating a widely recommended strategy to overcome an underlying reason for students’ non-responsiveness, namely the lack of transparency about SET processes. In Study 1, we tested first-year students’ faith in SET before and after watching an animation that illustrated the SET process. Study 2 consisted of a quasi-experiment in an authentic setting among third-year students in which faith in SET, response rates and response quality were compared between students who were shown the animation versus a control group. Results showed that using an animation to increase transparency of SET processes increased students’ faith in SET in both Study (d = 0.60), and Study 2 (d = 0.29). The response rate on the Likert-scale questions in end-of-course surveys increased after the animation (Cramer’s V = 0.16), but no significant effects were found on response rates and quality on the open questions in the same survey (all p’s > 0.05). Further research and discussion are needed on how, and which, feasible interventions can help to improve students’ SET participation, such as offering guidance on how to provide feedback.

摘要

在管理学生教学评估 (SET) 时，答复率和质量低是常见的挑战。本研究旨在通过调查广泛推荐的策略来提高 SET 的响应率和质量，以克服学生不响应的根本原因，即 SET 过程缺乏透明度。在研究 1 中，我们测试了一年级学生在观看说明 SET 过程的动画之前和之后对 SET 的信心。研究 2 包括在三年级学生中进行的真实环境中的准实验，其中对观看动画的学生与对照组的学生对 SET 的信心、响应率和响应质量进行了比较。结果表明，在两项研究中，使用动画来提高 SET 过程的透明度可以提高学生对 SET 的信心（d = 0.60) 和研究 2 ( d  = 0.29)。动画播放后，课程结束调查中李克特量表问题的答复率有所增加（克莱默V  = 0.16），但同一调查中开放式问题的答复率和质量没有发现显着影响（所有p ' s  > 0.05)。需要进一步研究和讨论可行的干预措施如何以及哪些可以帮助提高学生的 SET 参与，例如提供如何提供反馈的指导。