Abstract
This study aimed to investigate how students evaluate their faculty and the effect of gender, expected grade, and college on students’ evaluation. The study sample consisted of 5291 students from Tafila Technical University Faculty evaluation scale was used to collect data. The results indicated that student evaluation of faculty was high (mean = 4.14, S.D. = 0.79) and there were statistically significant differences in students’ evaluation attributed to students’ gender, college and expected grade in the course.
Highlights
Many academic institutions encourage faculty to improve their quality of teaching; so they established centers for faculty development in order to provide student with the best teaching practices, fair assessment and suitable behavior with them
The validity for the instrument was checked during the process of developing it to be used as faculty evaluation scale, at that time it was sent to 10 experts in assessment, curricula, and educational psychology from Jordanian universities, according to their 90% agreement, it was modified and had its final form
This may due to the fact that Tafila Technical University was a new university and had an enthusiastic faculty and most of them were graduated from well known, high ranked universities, and it may due to the competitive process in selecting them to be employed at the university
Summary
Many academic institutions encourage faculty to improve their quality of teaching; so they established centers for faculty development in order to provide student with the best teaching practices, fair assessment and suitable behavior with them. Tafila Technical University established Faculty Development Center since 2010; at the end of each semester routinely the student evaluates the effectiveness and quality of their faculty in teaching, because students’ evaluation is mainly the most common method used by the university administration to evaluate faculty. The purpose of faculty evaluation by students may help faculty to identify areas of strength and weakness in order to help them to improve their teaching practices, and provide them with their students’ views about them. The student is considered to be the person who is able to evaluate his/ her teacher; he/ she can determine the characteristics of the good teacher; because he/ she can estimate the effect of the teacher upon his progress. Melhm (2011) summarized the study results of the ideal teacher characteristics from students’ perspectives: humanity traits; such as emotional and sympathy for students, ethics which includes: attitudes and values, appearance: clothes and voice, expert in his subject, and leadership. Coburn (1984) indicated that students are the main source of information about the learning environment
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