Page 129 - 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
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social factors and teacher per for mance evaluation in faculties
en the survey so that this part could be done, and, at times, they
assess those who aren’t their lecturers. Can students really evalu-
ate a teacher like this?! (Professor, University of Niš)
An associate professor from Novi Sad was harsher when it comes to
teacher performance evaluation done by students:
My comment is the following: teacher performance evaluation
is a nonsense. The sudents are both the judges and the jury. The
more lenient you are, the better you appear in their eyes. And the
evaluation through the use of SCI form is reckless because a sci-
entist doesn’t need to be a good teacher. But this is complicated
and should be examined in several dissertations until one finds
adequate indicators. (Associate professor, University of Novi Sad)
A higher number of teachers (54.6%) concluded that an anonymous
survey of students was good and necessary. However, they said that certain
rules should be introduced:
I think it’s good for students to evaluate the work of a teacher,
regardless of whether they are competent for that or not. With
this in mind, we should select the right questions in the survey.
We use a unique survey as ordered by the University of Belgrade,
and I wonder whether we should change the questions which are
aimed at certain faculties. And one more thing, we should com-
pare the different surveys at the universities and the grades of
teachers there. One question that we tend to ask ourselves is how
many students should respond to the survey so that it could be
valid. Undergraduate studies have larger groups, but master›s pro-
grams and vocational subjects (especially elective courses which
are taught if at least 5 students enroll) make us wonder whether
the survey is valid. (Professor, University of Belgrade)
A certain number of teachers (10.8%) didn’t want anonymous surveys:
Teacher performance evaluation is a good thing. It should and
has to exist. In my faculty, students evaluate teachers and the sur-
vey is anonymous. I think that it shouldn’t be anonymous because
why would it be if everything is fair and square? I’m saying this
because many teachers are scared to ask a student to leave their
exam or sanction them because they use certain resources to pass
the exam. They also fear to do anything when a student obstructs
129
en the survey so that this part could be done, and, at times, they
assess those who aren’t their lecturers. Can students really evalu-
ate a teacher like this?! (Professor, University of Niš)
An associate professor from Novi Sad was harsher when it comes to
teacher performance evaluation done by students:
My comment is the following: teacher performance evaluation
is a nonsense. The sudents are both the judges and the jury. The
more lenient you are, the better you appear in their eyes. And the
evaluation through the use of SCI form is reckless because a sci-
entist doesn’t need to be a good teacher. But this is complicated
and should be examined in several dissertations until one finds
adequate indicators. (Associate professor, University of Novi Sad)
A higher number of teachers (54.6%) concluded that an anonymous
survey of students was good and necessary. However, they said that certain
rules should be introduced:
I think it’s good for students to evaluate the work of a teacher,
regardless of whether they are competent for that or not. With
this in mind, we should select the right questions in the survey.
We use a unique survey as ordered by the University of Belgrade,
and I wonder whether we should change the questions which are
aimed at certain faculties. And one more thing, we should com-
pare the different surveys at the universities and the grades of
teachers there. One question that we tend to ask ourselves is how
many students should respond to the survey so that it could be
valid. Undergraduate studies have larger groups, but master›s pro-
grams and vocational subjects (especially elective courses which
are taught if at least 5 students enroll) make us wonder whether
the survey is valid. (Professor, University of Belgrade)
A certain number of teachers (10.8%) didn’t want anonymous surveys:
Teacher performance evaluation is a good thing. It should and
has to exist. In my faculty, students evaluate teachers and the sur-
vey is anonymous. I think that it shouldn’t be anonymous because
why would it be if everything is fair and square? I’m saying this
because many teachers are scared to ask a student to leave their
exam or sanction them because they use certain resources to pass
the exam. They also fear to do anything when a student obstructs
129
