As many my colleagues, Thursday, January 6, 2011, I received in my e-mail message signed " sawt ettalaba " (voice students). It is evaluation of teachers and some university administration officials made by a large group of students from the University Sidi Mohamed Ben Abdellah Fes.
Suffice to say that this is a first that will not go as a letter in the mail! I can imagine the controversy and outcry that this initiative will result in faculty!
The rating of teachers by their students or their students is a practice well established in the educational world Anglo-Saxon. In the French educational policy which operates in the direction of greater autonomy of academic institutions, this measure is not widely known but a breakthrough in some universities. In France, the website very controversial note2be.com lets students record their professors directly online!
A priori, the student evaluation of teachers is a just reward. So far the teacher unilaterally evaluates the work of the student. Why not consider the reciprocity of such an assessment? It would have the merit of allowing the teacher to perceive the flaws in his teaching and so to question.
careful reading of this evaluation reveals that he received is not a numerical rating but a purely binary decision if not Manichean: Teachers are divided into "good" or "bad". This assessment is limited to only appoint two teachers per department! Why ignore the others? A teacher writes all its students!
At this level of relativity, it is a good idea to raise the issue of objective criteria that underlie the distinction good / bad. For example, a teacher who notes sternly but in all fairness is it good or bad? Another that notes with great generosity and occurs once during her two and it is good or bad?
should first student survey to find out exactly what they mean by good or bad teacher. In this regard, some might use the outcome of a thesis published on the issue of representations of the teacher "ideal" .
To overcome imperfect subjective evaluation of the bipolar scale, it seems necessary to place it on a set of clear criteria that would apply to all teachers : attendance or absenteeism , clarity, authority Scientific, availability, equity notes, motivation ... etc..
This should lead to a broad rubric that we must distribute to all students of a given class. Arises here because the problem of representation: students consulted in the current evaluation are they representative of all students involved in a particular course?
In foreign universities that allow students to record their teachers, that the administration gets all the rating sheets completed by students. From these data, it becomes easy assign an average rating to the teacher and therefore to congratulate him and encourage him, blaming him or remove him ... We do not here in our Moroccan university system!
Suffice to say that this is a first that will not go as a letter in the mail! I can imagine the controversy and outcry that this initiative will result in faculty!
The rating of teachers by their students or their students is a practice well established in the educational world Anglo-Saxon. In the French educational policy which operates in the direction of greater autonomy of academic institutions, this measure is not widely known but a breakthrough in some universities. In France, the website very controversial note2be.com lets students record their professors directly online!
A priori, the student evaluation of teachers is a just reward. So far the teacher unilaterally evaluates the work of the student. Why not consider the reciprocity of such an assessment? It would have the merit of allowing the teacher to perceive the flaws in his teaching and so to question.
careful reading of this evaluation reveals that he received is not a numerical rating but a purely binary decision if not Manichean: Teachers are divided into "good" or "bad". This assessment is limited to only appoint two teachers per department! Why ignore the others? A teacher writes all its students!
At this level of relativity, it is a good idea to raise the issue of objective criteria that underlie the distinction good / bad. For example, a teacher who notes sternly but in all fairness is it good or bad? Another that notes with great generosity and occurs once during her two and it is good or bad?
should first student survey to find out exactly what they mean by good or bad teacher. In this regard, some might use the outcome of a thesis published on the issue of representations of the teacher "ideal" .
To overcome imperfect subjective evaluation of the bipolar scale, it seems necessary to place it on a set of clear criteria that would apply to all teachers : attendance or absenteeism , clarity, authority Scientific, availability, equity notes, motivation ... etc..
This should lead to a broad rubric that we must distribute to all students of a given class. Arises here because the problem of representation: students consulted in the current evaluation are they representative of all students involved in a particular course?
In foreign universities that allow students to record their teachers, that the administration gets all the rating sheets completed by students. From these data, it becomes easy assign an average rating to the teacher and therefore to congratulate him and encourage him, blaming him or remove him ... We do not here in our Moroccan university system!
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