İngilizce Dil Yeterliğinin Öğretim Üyesi Performans Değerlendirme Üzerindeki Rolü

Year 2013, Volume: 9 Issue: 1, 60 - 72, 08.03.2013

Zeynep Koçoğlu

Abstract

Dünyanın birçok üniversitesinde öğretim üyelerinin performanslarını değerlendirmek için çalışmalar yapılmaktadır. Bu çalışma, öğrencilerin öğretim elemanlarının performanslarını değerlendirirken, İngilizce dil yeterliğinin etkisini incelemeyi amaçlamaktadır. Veriler araştırmacı tarafından geliştirilen Eğitim Fakültesi Ders Değerlendirme anketleri ve mülakat yolu ile toplanmıştır. Betimleyici ve korelasyon analizlerinden elde edilen bulgulara göre öğrencilerin algıladıkları kendi İngilizce yeterliklerinin ders ve öğretim elemanı değerlendirmelerinde etkisi olduğu ortaya çıkmıştır. Öğrenciler yapılan mülakatlarda, dersi anlamada İngilizcelerinin yeterli olmadığını, okuma ve yazma becerilerinin ödevleri yapmada yetersiz olduğunu ve derse aktif katılımlarında bir engel teşkil ettiklerini vurgulamışlardır.

Keywords

Dil yeterliği, öğrenci değerlendirmesi

References

• Adamson, G., O‘Kane, D., & Shevlin, M. (2005). Students‘ ratings of teaching effectiveness: A laughing matter? Psychological Reports, 96: 225-226.
• Addison, W. E., Best, J., & Warrington, J. D. (2006). Students' perceptions of course difficulty and their ratings of the instructor. College Student Journal, 40(2): 409-416.
• Ahmadi, M., Helms, M. M., & Raiszadeh, F. (2001). Business students‘ perceptions of faculty evaluations. The International Journal of Educational Management, 15(1): 12-22.
• Algozzine, B., Beattie, J., Bray, M., Flowers, C., Gretes, J., & Howley, L. (2004). Student evaluation of college teaching. College Teaching, 52(4): 134-1
• Alsmadi, A. (2005). Assessing the quality of students‘ ratings of faculty members at Mu‘tah University. Social Behavior and Personality, 33(2): 183-1
• Anderson, K. J., & Smith, G. (2005). Students‘ preconceptions of professors: Benefits and barriers according to ethnicity and gender. Hispanic Journal of Behavioral Sciences, 27(2): 184-201.
• Arden, E. (2002). Should students evaluate faculty members? College Teaching, 50(4): 158-159.
• Arreola, R. A. (2000). Developing a Comprehensive Faculty Evaluation. Bolton, MA: Anker Publishing Company.
• Beran, T., & Violato, C. (2005). Ratings of university teacher instruction: How much do student and course characteristics really matter? Assessment and Evaluation in Higher Education, 35(6): 593-601.
• Best, J.B., & Addison, W.E. (2000). A preliminary study of perceived warmth of professor and student evaluations. Teaching of Psychology, 27, 60-62. Centra, J. A. (1993). Reflective Faculty Evaluation. San Francisco, CA: Jossey-Bass.
• Centra, J. A. (2003). Will teachers receive higher student evaluations by giving higher grades and less course work? Research in Higher Education, 44(5): 495–518.
• Chen, Y., & Hoshower, L. B. (2003). Student evaluation of teaching effectiveness: An assessment of student perception and motivation. Assessment and Evaluation in Higher Education, 28(1): 71–88.
• Cheng, X. (2000). Asian students‘ reticence revisited. System, 28: 435-446.
• Coffey, M., & Gibbs, G. (2001). The evaluation of the student evaluation of educational quality questionnaire (SEEQ) in UK higher education: Research note. Assessment and Evaluation in Higher Education, 26(1): 89DaRosa, D. A., Kolm, P., Follmer, H. C., Pemberton, L. B., Pearce, W. H., & Leapman, S. (1991). Evaluating the effectiveness of the lecture versus independent study. Evaluation and Program Planning, 14:141-146.
• Eiszler, C. F. (2002). College students‘ evaluations of teaching and grade inflation. Research in Higher Education, 43(4): 483–501.
• Feldman, K. A. (1993). College students‘ views of male and female college teachers: Part II—evidence from students‘ evaluations of their classroom teachers. Research in Higher Education, 34(2): 151–211.
• Felton, J., Mitchell, J., & Stinson, M. (2004). Web-based student evaluations of professors: The relations between perceived quality, easiness, and sexiness. Assessment and Evaluation in Higher Education, 29(1): 91-108. Finegan, T. A., & Siegfried, J. J. (2000). Are student ratings of teaching effectiveness influenced by instructors‘ English language proficiency? The American Economist, 44: 17-29.
• Griffin, B. W. (2004). Grading leniency, grade discrepancy and student ratings of instruction. Contemporary Educational Psychology, 29: 410–425.
• Gottlieb, M. (2006). Assessing English Language Learners: Bridges from Language Proficiency to Academic Achievement. Corwin Press.
• Harrison, P. D., Douglas, D. K., & Burdsal, C. A. (2004). The relative merits of different types of overall evaluations of teaching effectiveness. Research in Higher Education, 45(3): 311-323.
• Heckert, T. M., Latier, A., Ringwald, A., & Silvey, B. (2006). Relation of course, instructor and student characteristics to dimensions of student ratings of teaching effectiveness. College Student Journal, 40: 195-204.
• Hobson, S. M., & Talbot, D. M. (2001). Understanding student evaluations: What all faculty should know. College Teaching, 49(1): 26-31.
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Beverly Hills, CA: Sage Publications, Inc.
• Marsh, H., & Roche, L. (2000). Effects of grading leniency and low workload on students‘ evaluations of teaching: Popular myth, bias, validity, or innocent bystanders? Journal of Educational Psychology, 92(1): 2022
• Millea, M., & Grimes, P. W. (2002). Grade expectations and student evaluation of teaching. College Student Journal, 36(4): 582-586.
• Miller, L. (2007). Issues in lecturing in a second language: Lecturer‘s behavior and students‘ interpretations. Studies in Higher Education, 32(6): 7477
• Nuemann, R. (2000). Communicating student evaluation of teaching results: Rating interpretation guides (RIGS). Assessment and Evaluation in Higher Education, 25(2): 121-134.
• Obenchain, K., Abernathy, T., & Wiest, L. (2001). The reliability of students‘ ratings of faculty teaching effectiveness. College Teaching, 49(3): 100
• Ogier, J. (2005). Evaluating the effect of a lecturer's language background on a student rating of teaching form. Assessment and Evaluation in Higher Education, 30(5): 477-488.
• Remedios, R., & Lieberman, D. A. (2007). I liked your course because you taught me well: The influence of grades, workload, expectations and goals on students‘ evaluations of teaching. British Educational Research Journal, 34(1): 91-115.
• Richardson, J.T.E. (2005). Students‘ perceptions of academic quality and approaches to studying in distance education. British Educational Research Journal, 31(11): 7-27.
• Safer, A. M., Farmer, L. S. J., Segalla, A., & Elhoubi, A. F. (2005). Does the distance from the teacher influence student evaluations? Educational Research Quarterly, 28(3): 28-35.
• Simpson, P.M., & Siguaw, J.A. (2000). Student evaluations of teaching: An exploratory study of the faculty response. Journal of Marketing Education, 22(3): 199-213.
• Smith B. P. (2007). Student ratings of teaching effectiveness: An analysis of end-of-course faculty evaluations. College Student Journal, 41(4): 788800.
• Smith, B. P. (2009). Student ratings of teaching effectiveness for faculty groups based on race and gender. Education, 129(4): 615-624.
• Smith, G., & Anderson, K.J. (2005). Students‘ ratings of professors: The teaching style contingency for Latino/a professors. Journal of Latinos and Education, 4(2): 115-136.
• Sojka, J., Ashok, K. G., & Dawn, R. D. S. (2002). Student and faculty perceptions of student evaluations of teaching. College Teaching, 50(2): 44Spooren, P., & Mortelmans, D. (2006). Teacher professionalism and student evaluation of teaching: Will better teachers receive higher ratings and will better students give higher ratings? Educational Studies, 32(2): 201– 2
• Sproule, R. (2002). The under determination of instructor performance by data from the student evaluation of teaching. Economics of Education Review, 21: 287–294.
• Stark-Wroblewski, K., Ahlering, R.F., & Brill, F. M. (2007). Toward a more comprehensive approach to evaluating teaching effectiveness: Supplementing student evaluations of teaching with pre-post learning measures. Assessment and Evaluation in Higher Education, 32(4): 4034
• Wendorf, A. C. (2002). Grade point average and changes in (great) grade expectations. Teaching in Psychology, 29(2): 136-139.
• Worthington, A. C. (2002). The impact of student perceptions and characteristics on teaching evaluations: A case study in finance education. Assessment and Evaluation in Higher Education, 27(1): 49–
• Wright; R. E., & Palmer, J.C. (2006). A comparative analysis of different models explaining the relationship between instructor raters and expected student grades. Educational Research Quarterly, 30(2): 3-18.