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Teacher Evaluation in Nsu
Teacher Evaluation in Nsu
Acknowledgement
I would like to thank all the students of North South University who helped me by
would like to thank all my friends who help me to do the research paper within the deadline. I
would also like to thank North South University administration department for the guidance,
. Abstract
This research paper is on the topic “Teacher Evaluation in North South University”. Teacher
Evaluation is a process of evaluating the faculty members by the students involved in their
courses at the end of every semester. The main purpose of teaching evaluation is to provide
information and feedback to the faculty members or the instructors so that they can improve
themselves, add materials to the course and also improve the quality of the way they teach the
students here. This is a very important system to be done in almost every institute because
professional practice needs to be improved, be up to date and always be examined. Through this
research, I found out that the evaluation results are not accurate. I found that students are not
concern or not taking the evaluation process seriously. My hypothesis is that teacher evaluation
is not accurately done by the students in North South University and teachers are not getting the
accurate evaluation results. However, I also expected to find out what is teacher evaluation for
the students and some reasons through which I can prove my hypothesis to be true. I also tried
using a few secondary sources like a short talk with some students, online information. I am glad
that my hypothesis has been proved right through my questionnaire of the survey.
Teacher Evaluation 4
Table of Contents
Introduction ------------------------------------------------------------------------------ 5
Background------------------------------------------------------------------------------- 6
Methodology ----------------------------------------------------------------------------- 8
Conclusion --------------------------------------------------------------------------------- 15
Bibliography-------------------------------------------------------------------------------- 23
Appendix
Teacher Evaluation 5
Introduction
Teacher evaluation can have many purposes like collecting feedback which later helps to
improve professional skills as well as the course material. This might also help for taking
personal decisions of a faculty or even help the institute to know about the faculty well as well as
what the students think of him or her. Teacher Evaluation is a systematic process which is
mainly done almost in every educational institute in Bangladesh as well as also practiced in other
foreign countries. Well-constructed course evaluations can help improve teaching and learning
experiences in the classroom (Teaching Assistant Fellows, 1994). The students of the target area,
that is students of North South University has to evaluate the faculties after every semester by
answering a number of questions regarding the course material, performance of the faculty in
class and so on. The topic “Teacher Evaluation in North south University” seemed to be
interesting to me due to a number of reasons. Firstly, as a 10th semester student it is obvious that
I have evaluated many times and every time I evaluate I find students who are not willing to do
so. I saw students evaluating on behalf of their friends too. Therefore, I decided that I would like
to work on the above topic which hopefully would contribute a higher significance to the
institute.
Teacher Evaluation 6
Background
The research paper is based on the topic “Teacher Evaluation in North South University”.
Since this is a research done based on the students of North South University and also is a course
completion requirement this was not possible to know that whether any research were done on
this topic or not through the university. When a teaching evaluation is conducted with the
purpose of accountability in mind, then the outcome of the evaluation would often be an overall
assessment of the teacher's teaching performance, and sometimes judged in comparison with
NSU have done their teacher evaluation process at the end of every semester. They give
an evaluation paper which consists of MCQ question and at the end there is comment space to
the student to evaluate. The questions are actually related to the teaching performance and course
material. Student have 5option like agree, strongly agree, neutral, disagree, strongly disagree to
answer all questions. Same kind of question student is answering in every semester in current
system. But are the evaluation results are accurate or not? What student thought about its
feedback? Are there actually in dishonesty or any factors present which effects the result of
evaluation? I am glad to say that the entire research completes all the above information as well
involvement in their courses at the end of every semester. The main purpose of teacher
evaluation is to provide information and feedback to the faculty members or the instructors. But
this evaluation is not accurately done by the students in North South University and teachers are
Areas of Research
The area of the research is the students of North South University answering their idea of
evaluation, likings /disliking about the process, preference on the peer form, way of answering
I wanted to know about the following information through this area of research and they
1. Are the students giving right answers to evaluate the faculty members?
members?
members?
I hope the research will be helpful for the institute to improve its current status of
evaluation.
Teacher Evaluation 8
Methodology
The methodology I have used in this research can be basically divided into two parts,
primary data collection and secondary data collection. The two methodologies will be shortly
discussed below.
I prepared a survey questionnaire for the area of my research in order to get my primary
research to be completed. The questionnaire included a total of 8 questions which also included
students completed teacher evaluation semesters that means which semester is going on of the
student. I take those students, who completed 3 semesters because it will give me more accurate
I had a short talk with some students regarding the research topic as well as hypothesis.
This was more or less like a short interview with them and the results in the secondary data
collection will be discussed later. I also collect some information from the online also.
Teacher Evaluation 9
This was one of my very important requirements in the research because this could be
represented as one of the factors of why my hypothesis could be proved true. The pie-chart
represents the percentage of sample students which says that 5% of 30 students think it is very
important and 25% think it is important but the majority students think that it is a waste of time
This was the second question asked in the survey questionnaire which represents 40% of
30 students get bore of answering the questions in teacher evaluation while 10% of 30 students
always do it properly. It is unfortunate that almost 30% of 30 students randomly answer all the
questions and 20% read a few question and answer randomly in the teacher evaluation. The
As it is shown in the pie-chart almost 90% of 30 students think “No” that means the
results are wrong and 10% of students think “Yes” that means results are correct. This graph (fig
3) shows that students are aware of the fact that whatever they evaluate all these are wrong and
In the pie chart (Fig 4), we can see that only 10% of 30 students like the process of
teacher evaluation while the majority that is 90% of 30 students feels that they dislike and 0%
don’t care about the process of teacher evaluation. Most of the students think that there is
nothing in this process of evaluation. This evaluation process has same thing in each semester.
Students were asked that how many of them want a change in the teacher evaluation
method. 85% of 30 students think “yes” while 15% think “no” and 0% says don’t know. That
means 85% of 30 students want change in the process and 15% do not want any change in the
process of evaluation. This could be mainly happened because if the methods are changed the
students would interestingly evaluate faculty members properly. The graphical chart is given
below:
“Which time do you prefer to do the evaluation” is the question. It was seen that almost
15% of 30 students complete the task very quickly taking time to evaluate in 1st week while 50%
did it anytime rather than 1st week they want to and 25% of 30 students forget about the dates
and 10% wait for the advising day. But 0% students are rush at the last hour. To see the “anytime
rather than 1st week” and “forget the dates” percentages this again proves that students are
To prove my hypothesis that whether it is correct or not I asked students that how do they
usually evaluate. 75% of 30 students do not have enough time to read all the questions and
answer one by one, 5% students ask to the friend or mate sitting next to them and 20% think that
Did you ever pass your NSU ID number and password to your friend for teacher
In the Chart (Fig 8), we can see that the majority 55% of 30 students pass their NSU ID
number and password to his or her friend for teacher evaluation on behalf of him or her. And the
other 45% of 30 students did not pass their NSU ID number and password to his or her friend for
Most of the students think that this process has many problems which should need to improve.
Most importantly they think that they do not get any kind of implementation after evaluation.
Many teachers in NSU are not actually giving proper lectures, proper guidelines, time to study,
and most importantly learning procedures to study. They evaluated against the teachers and want
some action against them. But they don’t get the implementation. To see that there is no value of
evaluation they avoid the teacher evaluation. Also I find that in NSU teacher evaluation process
is not attractive to the students. They want some change in the process which may be attractive,
innovative questionnaire.
Teacher Evaluation 13
Recommendation
Process of evaluation might need some certain changes which might help the situation of
the teacher evaluation. Most importantly try to get results which will be approximately correct.
The following gives a short description on the new changes of the teaching evaluation process.
1. In the current evaluation questionnaire, there is many multiple choice questions with
five options which could be turned into yes/no questions and make it more interesting
to the students.
2. Students know the questions properly because they are doing the evaluation for many
semesters. So, they become bore to give that question answer. If there is any change
is possible such as change in the evaluation questions in each semester might sound
interesting to the students and increase their willingness to see the change in the
questions.
3. Involve two or more invigilator in the teacher evaluation room to invigilate the
4. In the evaluation, there are many questions regarding the instructor or faculty
members and course materials. Reducing current questions of the evaluation may
5. Give those kinds of questions in the teacher evaluation questionnaire which are
relevant to the teacher evaluation. Such as, in the current questionnaire, there is a
Teacher Evaluation 14
question about the course materials that is “The subject materials of this course are
not taught in other courses.” Most of the time, students will disagree with it in certain
courses. The questions might be this way “Some of the subject materials of this
6. On the other way, if faculty members will take his or her evaluation at the end of the
final exam or at the end of the last class by giving evaluation questionnaire, that will
be the best thing. Then the faculty members will take one copy of evaluation
questionnaire answers and submit the original evaluation questionnaire answers in the
members to evaluate him or her by own and also by their department or supervision
department.
7. A change in this process could be done by using the “Midterm Exam Evaluation
process”. This evaluation is basically short and done in the exam hall by providing a
Conclusion
Since there was a shortage of time I had to work with a very small sample. Hopefully I
could have proved my hypothesis more clearly and more accurately if I had the chance of
increasing my sample size. Students in the survey were found less interesting on the
research topic. It is a very negligible task to be done every semester for the majority but
as we all know how important it is but the fact is although we are aware of the
importance of the teacher evaluation but moreover students are unwilling or disliking the
process. To conclude it is all I can say is my hypothesis have been almost proved right.
Last of all the survey, I conducted shows that certain change in the process might end up
a. Yes b. No
a. Yes b. No
a. Yes b. No
a. Yes b. No
a. Yes b. No
a. Yes b. No
Did you have any scheduling conflict with the office hours of faculty member?
a. Yes b. No
a. Yes b. No
a. Yes b. No
Teacher Evaluation 17
Bibliography
Teaching Assistant Fellows (1994), Teaching assistant evaluation and improvement handbook,
from http://www.engr.wisc.edu/services/elc/tahand.pdf
Gillmore, G. M., Kane, M. T., & Naccarato, R. W. (1978). The generalizability of student ratings
Measurement, 15(1), 1.
Kwan, K. (1999). How fair are student ratings in assessing the teaching performance of
Lewis, K. G. (1991). Gathering data for the improvement of teaching: What do I need and how
do I get it? In M. Theall, & J. Franklin (Eds.), Effective practices for improving teaching
interpretation guides (RIGs). Assessment & Evaluation in Higher Education, 25(2), 121-
134.
Smith, P. L. (1979). The generalizability of student ratings of courses: Asking the right
Theall, M., & Franklin, J. (1991). Using student ratings for teaching improvement. In M. Theall,
& J. Franklin (Eds.), Effective practices for improving teaching (pp. 83). San Francisco,
Appendix
Perception of Students
Very important 5% Important 25% Nothing 30%
Waste of time 40% Others 0%
0%
5%
25%
40%
30%
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10%
30%
40%
20%
Fig 3: Percentage of students’ thinking about results correctness of the answers in evaluation
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10%
90%
Fig 4: Percentage of students liking or disliking or I don’t care the process of teacher evaluation
0%
10%
90%
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Changed Required
Yes 85% No 15% don't know
0%
15%
85%
0%
10% 15%
25%
50%
Teacher Evaluation 22
5%
20%
75%
Did you ever pass your NSU ID number and password to your friend for teacher
45%
55%
Teacher Evaluation 23