Page 127 - Igor Ž. Žagar in Ana Mlekuž, ur. Raziskovanje v vzgoji in izobraževanju: mednarodni vidiki vzgoje in izobraževanja. Ljubljana: Pedagoški inštitut, 2020. Digitalna knjižnica, Dissertationes 38
P. 127
social factors and teacher per for mance evaluation in faculties
tions say that students should evaluate their teachers at the end of semes-
ters, and that every grade should be public. Let’s take a look at the following
comment:
The evaluation should disregard the question of how appeal-
ing a subject is. In particular, this is important for those “bor-
ing” and “complicated” subjects which students have to attend, al-
though they aren’t interested in them. The way a teacher presents
their subject can interest students in that topic. Furthermore,
the teacher evaluation should be carried out on the final lecture.
That’s when fewer students are present. Besides, in their first year,
students meet a small number of teachers and they evaluate only
them. So, they don’t have a broader picture that could help them
grade a teacher as they should. Additionally, they assess how fair a
teacher is without even taking the oral exam. This is why it is per-
haps better for students to evaluate their teachers once they grad-
uate. They would be more realistic in their assessments of a teach-
er’s behavior during the exams, and it would dispel any fear they
might have of giving bad grades to teachers before exams, regard-
less of whether the evaluation is anonymous. (Professor, Universi-
ty of Belgrade)
Teachers recognize different types of evaluation and they want to point
out the bad sides of the process.
There are different types of the teacher evaluation. The first one
was used until last year. According to it, students who attend the
lecture and know the teacher are to answer questions on the sheet
at the end of the semester. However, the survey is now posted on-
line, and everyone has to respond to it. Students who only take the
exam without having any contact with the teacher participate in
it. This is used in lectures where there’s a larger group of students
and it›s impossible to take note of who is present and who isn›t.
Therefore, this model is not good and no one takes it seriously. In
contrast, the first one was much better and teachers used to take
the grades and answers they received in the survey seriously. For
an in-depth research, we should take into consideration the eval-
uation method itself. (University of Kragujevac)
An assistant professor from the University of Belgrade had a similar
comment:
127
tions say that students should evaluate their teachers at the end of semes-
ters, and that every grade should be public. Let’s take a look at the following
comment:
The evaluation should disregard the question of how appeal-
ing a subject is. In particular, this is important for those “bor-
ing” and “complicated” subjects which students have to attend, al-
though they aren’t interested in them. The way a teacher presents
their subject can interest students in that topic. Furthermore,
the teacher evaluation should be carried out on the final lecture.
That’s when fewer students are present. Besides, in their first year,
students meet a small number of teachers and they evaluate only
them. So, they don’t have a broader picture that could help them
grade a teacher as they should. Additionally, they assess how fair a
teacher is without even taking the oral exam. This is why it is per-
haps better for students to evaluate their teachers once they grad-
uate. They would be more realistic in their assessments of a teach-
er’s behavior during the exams, and it would dispel any fear they
might have of giving bad grades to teachers before exams, regard-
less of whether the evaluation is anonymous. (Professor, Universi-
ty of Belgrade)
Teachers recognize different types of evaluation and they want to point
out the bad sides of the process.
There are different types of the teacher evaluation. The first one
was used until last year. According to it, students who attend the
lecture and know the teacher are to answer questions on the sheet
at the end of the semester. However, the survey is now posted on-
line, and everyone has to respond to it. Students who only take the
exam without having any contact with the teacher participate in
it. This is used in lectures where there’s a larger group of students
and it›s impossible to take note of who is present and who isn›t.
Therefore, this model is not good and no one takes it seriously. In
contrast, the first one was much better and teachers used to take
the grades and answers they received in the survey seriously. For
an in-depth research, we should take into consideration the eval-
uation method itself. (University of Kragujevac)
An assistant professor from the University of Belgrade had a similar
comment:
127
