Please use this identifier to cite or link to this item:
|Other Titles: ||Accessing university teaching through 360-degree feedback evaluation : a cass study of an university teacher|
|Authors: ||楊惠文;Yang, Hui-wen|
|Keywords: ||360˚回饋;教學評鑑;360-degree feedback;Teaching Evaluation|
|Issue Date: ||2010-01-11 00:12:40 (UTC+8)|
This research is based on the possibility of bringing“360-degree feedback” into teaching evaluation for university and college teachers. This research is according to studying research for individual and interviewing in details. This research is mainly focus on university and college teachers by using“360-degree feedback”to evaluate how a university teacher performed well in teaching, even for school directors in each faculty and the teacher being evaluated. This research is focused on using the evaluation sheet to show how the evaluated teacher did in the class and it will provide the feedback of teaching by the evaluated teachers afterwards.
Through this interview in details will find out the possible way for doing the evaluation. The view of doing this evaluation is according to the resource of the evaluation and the evaluated person, a sense of justice, acceptability; achievement of different levels, the difficulties and the limited condition. People who are going to do the interview will include one evaluated teacher and four evaluators. It’s also included one school director and three teachers. Through the research found out if“360-degree feedback want to be used to evaluate how teachers teach at universities or colleges must consider the following conditions:
1.Limit the qualification for the teacher and students being evaluated.
2.In order to avoid the factors of human feelings against between evaluators and evaluated teachers, the evaluators must hide up the real name.
3.The resource of the evaluation of“360-degree feedback”from the superior evaluation of high education can combine into the resource of fellow workers’ evaluation.
4.The design of the evaluation sheet for“360-degree feedback”must coordinate the resource of evaluators and the lesson planning of the evaluated teacher.
5.Build a platform of communicating between the evaluators and the evaluated teachers to achieve the rights and necessarily of idea providing by“360-degree feedback”.
6.Set up a commission for teaching evaluation that included the students and the same group of teachers.
7.Information collecting of“360-degree feedback”must consider both active form and quiet form such as in class video recording and comment the ancient bronze mirror materials in writing.
8.The different view of fair dealing for 360-degree feedback towards the people through the research.
9.The manner of uncertain feeling for the result of this evaluation to the college teachers from the students and the evaluated teachers.
10.The evaluation result for“360-degree feedback”can be used in the lesson by the superior teachers and co-operated teachers in teaching.
11.This research object to“360-degree feedback”the harvest degree is close.
12.The difficulty and limit of“360-degree feedback”is the school takes the teaching evaluation the degree,the design of the evaluation sheet, organization culture,the human sentiment pressure,the interpersonal relationship, the subjective question,the student degree and the student study the manner.
13.The influence university teachers the feasible view factor have to“360-degree feedback”are the evaluated teacher’s individual special characteristic,the official rank,the period of service,teach the style,the evaluators and the evaluated teachers understanding or not,whether the classmate is,whether has the personal friendship, whether disagrees, the time hypothesis of evaluation,the design of the evaluation sheet,and the result to present the way and the utilization of the evaluation.
|Appears in Collections:||[教育政策與領導研究所] 學位論文|
All items in 機構典藏 are protected by copyright, with all rights reserved.