Abstract
This study explored 2475 Israeli students’ conceptions of good teaching and examined the relationship between these conceptions and students’ background characteristics. Data were collected using an internet survey designed to measure students’ conceptions regarding five teaching dimensions referring to goals to be achieved, long-term student development, teaching methods, relations with students, and assessment. Results indicate that students perceived assessment as the most important of the five teaching dimensions and long-term student development as least important. Only gender and field of study made a salient difference in students’ perceptions of good teaching. Implications for the evaluation of teaching are discussed.
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