Publication details
Academic Experience and Its Influence on the Dimensionality of College Students' Evaluation of Study Programmes
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| Year of publication | 2013 |
| Type | Appeared in Conference without Proceedings |
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| Description | Paper presents the results of student evaluations of study programmes at all 27 Czech public universities (a sample of 14,000 students). The theoretical framework is Marsh’s differentiation between student evaluation teaching (SET), where students evaluate the quality of teacher education in a particular course, and the evaluation of the student teaching experience at the department or university (DUE), which evaluates the quality of student learning within their degree program in general. While evaluating teaching is something students have much experience with, evaluating study programme is introduced much later. Thus much of the (implicit) learning about how to evaluate a one‘s own study programme takes place at university. This leads to our interest in what form this development of evaluative representation of study programme has. We hypothesized that the evaluations of 1st year students are most general and with years of study the dimensionality of the evaluations increases. We have found such effect in three groups of students – undergraduates, distance-learning undergraduates and to some extent in doctoral students. Still the number of independent dimensions is quite low (3-5). |
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