Abstract
The objective of this study was to design and validate a measuring instrument to evaluate the performance of university professors. The Evaluation of Teaching Performance (CEID [Centro de Estudios e Investigaciones Docentes (Center for Teaching Studies and Research)]) questionnaire was administered to 1297 university students. Various factor analyses were performed (exploratory and confirmatory), of the internal consistency, descriptive statistics, and correlation of all of the items. The data obtained confirmed a suitable psychometric structure for the CEID scale, which was made up of three dimensions (planning, development, and result). It is therefore concluded that it is a valid and reliable instrument for evaluating the performance of a university professor.
Article PDF
Avoid common mistakes on your manuscript.
References
Agencia Nacional de Evaluación de la Calidad (ANECA) (2007). Programa Audit. Guía para el diseño de sistemas de garantía interna de calidad de la formación universitaria. Retrieved from http://www.aneca.es/var/media/166338/audit_doc01_guidiseno_070621.pdf
Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103, 411–423. doi:https://doi.org/10.1037/0033-2909.103.3.411
Arranz, P. (2007). Los sistemas de garantía de calidad en la educación superior en España. Propuesta de un modelo de acreditación para las titulaciones de grado en empresa (Doctoral dissertation). Retrieved from http://hdl.handle.net/10259/78
Balam, E., & Shannon, D. (2010). Student ratings of college teaching: A comparison of faculty and their students. Assessment and Evaluation in Higher Education, 35, 209–221. doi:https://doi.org/10.1080/02602930902795901
Barnes, D., Engelland, B., Matherne, C., Martin, W., Orgeron, C., Ring, J., et al. (2008). Developing a psychometrically sound measure of collegiate teaching proficiency. College Student Journal, 42, 199–213.
Benton, S. L., & Cashin W. E. (2012). Student ratings of teaching: A summary of research and literature (IDEA Paper no. 50). Manhattan, KS: The IDEA Center. Retrieved from http://www.theideacenter.org/sites/default/files/idea-paper_50.pdf.
Berk, R. A. (2009). Using the 360 degrees multisource feedback model to evaluate teaching and professionalism. Medical Teacher, 31(12), 1073–80. doi:https://doi.org/10.3109/01421590802572775
Berk, R. A. (2013). Top five flashpoints in the assessment of teaching effectiveness. Medical Teacher, 35, 15–26. doi: https://doi.org/10.3109/0142159X.2012.732247
Berk, R. A. (2014). Should Student Outcomes Be Used to Evaluate Teaching? The Journal of Faculty Development, 28(2), 87–96.
Bol-Arreba, A., Sáiz-Manzanares, M. C., & Pérez-Mateos, M. (2013). Validación de una encuesta sobre la actividad docente en Educación Superior. Aula Abierta, 41(2), 45–54.
Buendía Eisman, L. (coord.) (1996). Evaluación educativa (Monográfico). Revista de Investigación Educativa, 14(2).
Byrne, B. M. (2001). Structural equations modeling with Amos: Basic concepts, application, and programming. Mahwah, NJ: Erlbaum.
Carreras Barnés, J. (2005). El concepto de competencia y el diseño de planes de estudio a partir de perfiles competenciales. Dos cuestiones que hay que aclarar en el marco de las EEES. In El Debate sobre las competencias a la enseñanza universitaria (pp. 8–25). Barcelona: ICE UB.
Casero, A. (2008). Propuesta de un cuestionario de evaluación de la calidad docente universitaria consensuado entre alumnos y profesores. Revista de Investigación Educativa, 26, 25–44.
Cecchini, J. A., González, C., & Montero, J. (2007). Participación en el deporte y fairplay [Participation in sport and fair play]. Psicothema, 19, 57–64.
Dodeen, H. (2013). Validity, Reliability, and Potential Bias of Short Forms of Students’ Evaluation of Teaching: The Case of UAE University. Educational Assessment, 18(4), 235–250. doi:https://doi.org/10.1080/10627197.2013.846670
Finney, S. J., & DiStefano, C. (2006). Non-normal and categorical data in structural equation modelin. In G. R. Hancock & R. O. Mueller (Eds.), Structural equation modeling: a second course (pp. 269–314). Greenwich: Information Age Publishing.
Garcia Ramos, J. M., & Congosto, E. (2000). Evaluación y Calidad del Profesorado. In T. González Ramírez (Ed.), Evaluación y Gestión de la Calidad Educativa. Un Enfoque Metodológico (pp. 127–157). Málaga: Aljibe.
Gargallo, B. (2008). Estilos de docencia y evaluación de los profesores universitarios y su influencia sobre los modos de aprendizaje. Revista Española de Pedagogía, 66(241), 425–446.
González, I., & López, I. (2010). Validación y propuesta de un modelo de indicadores de evaluación de la calidad en el la universidad. Revista Iberoamericana de Educación, 53(6), 1–13.
González López, I., & López Cámara, A. (2010). Sentando las bases para la construcción de un modelo de evaluación a las competencias docentes del profesorado universitario. Revista de Investigación Educativa, 28(2), 403–423.
Gursoy, D., & Umbreit, W. T. (2005). Exploring students’ evaluations of teaching effectiveness: What factors are important? Journal of Hospitality and Tourism Research, 29(1), 91–109. doi:https://doi.org/10.1177/1096348004268197
Hattie, J. (2009). Visible learning: A synthesis of 800+ meta-analyses on archievement. Oxford, UK: Routledge.
Keeley, J., Furr, R. M., & Buskist, W. (2010). Differentiating psychology students’ perceptions of teachers using the Teacher Behavior Checklist. Teaching of Psychology, 37, 16–20. doi:https://doi.org/10.1080/00986280903426282
Kember, D., & Leung, D. (2008). Establishing the validity and reliability of course evaluation questionnaires. Assessment & Evaluation in Higher Education, 33, 341–353. doi:https://doi.org/10.1080/02602930701563070
Khong, T. L. (2104). The Validity and Reliability of the Student Evaluation of Teaching: A case in a Private Higher Educational Institution in Malaysia. International Journal for Innovation Education and Research, 2(9), 57–63.
Kuzmanovic, M., Savic, G., Gusavac, B. A., Makajic-Nikolic, D., & Panic, B. (2013). A Conjoint-based approach to student evaluations of teaching performance. Expert Systems with Applications, 40(10), 4083–4089. doi:https://doi.org/10.1016/j.esw.2013.01.039
Leary, H., Walker, A., Shelton, B. E., & Harrison, F. M. (2013). Exploring the Relationships Between Tutor Background, Tutor Training, and Student Learning: A Problem-based Learning Meta-Analysis. Interdisciplinary Journal of Problem-based Learning, 7(1), 40–66. doi:https://doi.org/10.7771/1541-5015.1331
Leunga, X. Y., Jiangb, L., & Busserb, J. (2013). Online student evaluations of hospitality professors: A cross-cultural comparison. Journal of Hospitality, Leisure, Sport & Tourism Education, 12(1), 36–46. doi: https://doi.org/10.1016/j.jhlste.2012.10.001
López-Barajas, D., & Carrascosa, J. (2005). La evaluación de la docencia universitaria. Dimensiones y variables más relevantes. Revista de Investigación Educativa, 23(1), 57–84.
López Ruiz, J. I. (2011). Un giro copernicano en la enseñanza universitaria: formación por competencias. Revista de Educación, 356, 279–301. doi: 10-4438/1988-592X-RE-2010-356-040
Lukas, J. F., Santiago, K., Etxeberria, J., & Lizasoain, L. (2014). Adapting to the European Higher Education Area a questionnaire on student opinion about the teaching of lecturers. Revista Electrónica de Investigación y Evaluación Educativa, 20(1). doi:https://doi.org/10.7203/relieve.20.1.3812
Marqués, M. (2008, September). Una experiencia madura de innovación educativa. In Jornadas Nacionales sobre Estudios Universitarios de los Proyectos de Convergencia a la Realidad de los Nuevos Títulos. Universidad Jaume I.
Marsh, H. W. (1987). Students’ evaluations of university teaching: Research findings, methodological issues, and directions for future research. International Journal of Educational Research, 11, 253–288. doi:https://doi.org/10.1016/0883-0355(87)90001-2
Marsh, H. W., Richards, G. E., Johnson, S., Roche, L., & Tremayne, P. (1994). Physical self-description questionnaire: psychometric properties and a multitrait-multimethod analysis of relations to existing instruments. Journal of Sport and Exercise Psychology, 16, 270–305.
Moore, S., Walsh, G., & Risquez, A. (2012). Estrategias eficaces para enseñar en la Universidad. Madrid: Narcea.
Mortelmans, D., & Spooren, P. (2009). A revalidation of the SET37-questionnaire for student evaluations of teaching. Educational Studies, 35, 547–552. doi:https://doi.org/10.1080/03055690902880299
Muñiz, J., & Bartram, D. (2007). Improving international tests and testing. European Psychologist, 12, 206–219. doi:https://doi.org/10.1027/1016-9040.12.3.206
Muñiz. J., & Fonseca-Pedrero, E. (2008). Construcción de instrumentos de medida para la evaluación universitaria. Revista de Investigación en Educación, 5, 13–25.
Muñoz Cantero, J. M., Ríos de Deus, M. P., & Abalde, E. (2002). Evaluación Docente vs. Evaluación de la Calidad. (RELIEVE). Revista Electrónica de Investigación y Evaluación Educativa, 8(2), 103–134.
Ntoumanis, N. (2001). A self-determination approach to the understanding of motivation in physical education. British Journal of Educational Psychology, 71, 225–242. doi:https://doi.org/10.1348/000709901158497
Onwuegbuzie, A. J., Daniel, L. G., & Collins, K. M. T. (2009). A meta-validation model for assessing the score-validity of student teaching evaluations. Quality & Quantity, 43, 197–209. doi:https://doi.org/10.1007/s11135-007-9112-4
Padilla, M. T., & Gil, J. (2008). La evaluación orientada al aprendizaje en la Educación Superior: condiciones y estrategias para su aplicación en la docencia universitaria. Revista Española de Pedagogía, 66(241), 467–486.
Pallisera, M., Fullana, J., Planas, A., & del Valle, A. (2010). La adaptación al espacio europeo de educación superior en España. Los cambios/retos que implica la enseñanza basada en competencias y orientaciones para responder a ellos. Revista Iberoamericana de Educación, 52(4), 1–13.
Pozo, C., Giménez, M. L., & Bretones, B. (2009). La evaluación de la calidad docente en el nuevo marco del EEES. Un estudio sobre la encuesta de opinión del Programa DOCENTIA-ANDALUCÍA. Educación XXI, 11, 43–64.
Pozo, C., Bretones, B., Martos, M. J., & Alonso, E. (2011). Evaluación de la actividad docente en el Espacio Europeo de Educación Superior: un estudio comparativo de indicadores de calidad en universidades europeas. Revista Española de Pedagogía, 248, 145–163.
Salmerón, L. (2013). Actividades que promueven la transferencia de los aprendizajes: una revisión de la literatura. Revista de Educación, special issue 2013. doi:https://doi.org/10.4438/1988-592X-RE-2013-EXT-253
Spooren, P., Brockx, B., & Mortelmans, D. (2013). On the Validity of Student Evaluation of Teaching: The State of the Art. Review of Educational Research, 83(4), 598–642. doi:https://doi.org/10.3102/0034654313496870
Shukrie, R. (2011). Professor’s performance for effective teaching (Kosovo case). Procedia Social and Behavioral Sciences, 12, 117–121. doi:https://doi.org/10.1016/j.sbspro.2011.02.015
Simona M., Felicia, S., & Georgiana, C. V. (2014). Content analysis regarding the multiple evaluation of the academic activity in CMU. Global Journal of Guidance and Counselling, 4(1), 25–31. Retrieved from http://www.world-education-center.org/index.php/gjgc/article/view/3196
Tejedor, F. J., & García Valcárcel, A. (1996). Evaluación institucional en la Universidad. Revista Galega de Pisopedagoxia, 6, 101–146.
Toland, M. D., & De Ayala, R. J. (2005). A multilevel factor analysis of students’ evaluations of teaching. Educational and Psychological Measurement, 65, 272–296. doi:https://doi.org/10.1177/0013164404268667
Vansteenkiste, M., Soenens, B., Sierens, E., Luyckx, K., & Lens, W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of Educational Psychology, 101, 671–688. doi:https://doi.org/10.1037/a0015083
Xu, Y. (2012). Developing a comprehensive teaching evaluation system for foundation courses with enhanced validity and reliability. Educational Technology Research and Development, 60(5), 821–837. doi:https://doi.org/10.1007/s11423-012-9240-y
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made.
The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder.
To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
About this article
Cite this article
Moreno-Murcia, J.A., Silveira Torregrosa, Y. & Belando Pedreño, N. Questionnaire evaluating teaching competencies in the university environment. Evaluation of teaching competencies in the university. J. New Approaches Educ. Res. 4, 54–61 (2015). https://doi.org/10.7821/naer.2015.1.106
Received:
Revised:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.7821/naer.2015.1.106