Using Importance-Performance Analysis To Evaluate Teaching Effectiveness.

Autor/in	Attarian, Aram
Titel	Using Importance-Performance Analysis To Evaluate Teaching Effectiveness.
Quelle	(1996), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Faculty; College Students; Evaluation Methods; Higher Education; Outdoor Education; Performance; Satisfaction; Student Attitudes; Student Evaluation of Teacher Performance; Teacher Competencies; Teacher Effectiveness; Teaching Skills + Suchen Sie Ihr Suchwort? Fakultät; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Freiluftunterricht; Achievement; Leistung; Zufriedenheit; Schülerverhalten; Lehrkunst; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung
Abstract	This paper introduces Importance-Performance (IP) analysis as a method to evaluate teaching effectiveness in a university outdoor program. Originally developed for use in the field of marketing, IP analysis is simple and easy to administer, and provides the instructor with a visual representation of what teaching attributes are important, how important each attribute is, and how well the instructor performed on each attribute. Implementing IP analysis requires four steps: developing a set of attributes that accurately describe and reflect the topic of study, presenting the attributes to respondents in questionnaire form that requires them to rate importance and teacher performance for each attribute, analyzing data for the importance and performance values of each attribute, and plotting each attribute on a four-section action grid according to its rated importance and teacher performance. In an application of this method, 35 attributes describing teaching effectiveness were generated from teacher evaluations at North Carolina State University and other institutions. Faculty review and feedback resulted in a final list of 23 attributes, which were presented in questionnaire form to 72 students in rock climbing courses. Importance and performance means were calculated and plotted on a grid. The instructor's strengths were identified as technical, safety, organizational, and communication skills, while some weaknesses were apparent in actual delivery of the activity. (SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01