The evaluation of the Higher Education lecturer competences in East Timor: a student inquiry
DOI:
https://doi.org/10.18533/rss.v2i1.80Keywords:
East Timor, competences assessment, higher education, students, teacher.Abstract
Several studies have demonstrated the impact that the quality of teacher education has on teaching and student performance. The assessment of the competences of higher education teachers by students is one way of assessing the quality of teachers and, therefore, the quality of public higher education itself. It is therefore pertinent to carry out empirical studies that make it possible to understand how students evaluate teachers' competences.
The objective of this study was to evaluate the competences of higher education teachers in the public university of East Timor, based on the students' opinion. Using a random sample of 342 students enrolled in four of the nine faculties of the National University of East Timor (UNTL), surveys were carried out to evaluate the pedagogical, professional, social and personality traits of teachers. The results showed a positive evaluation by the students, although the objectives of the National Strategic Plan for Education 2011-2030 (METL, 2011) have not yet been fully achieved.
References
Accomplished California Teachers. (2015). A coherent system of teacher evaluation for quality teaching. Education Policy Analysis Archives, 23(17).
Alves, M. P., Machado, E. A. (Org.) (2010). O pólo de excelência. Caminhos para a avaliação do desempenho docente. Porto: Edições Asa.
Aleamoni L. M. (1999). Student rating myths versus research facts from 1924 to 1998. Journal of Personnel Evaluation in Education, 13:2, 153-166.
Barrera-Pedemonte, F. (2016). High-Quality Teacher Professional Development and Classroom Teaching Practices: Evidence from Talis 201. OECD Education Working Papers, No. 141. Paris, OECD Publishing.
Blackmore, J. (2009) Academic pedagogies, quality logics and performative universities: evaluating teaching and what students want. Studies in Higher Education, 34:8, 857-872.
Boring A. (2015). Gender Biases in Student Evaluations of Teachers. Working Papper. Universit´e Paris-Dauphine.
Braga, M., Paccagnella, M., Pellizzari, M. (2014). Evaluating students’ evaluations of professors. Economics of Education Review 41, 71-88.
Brewer, C.; Knoeppel, R., Lindle, J. C. (2015). Consequential Validity of Accountability. Policy Public Understanding of Assessments. Educational Policy, 29:5, 711-745.
Carrell, S. E., West, J. E. (2010). Does professor quality matter? Evidence from random assignment of students to professors. Journal of Political Economy, University of Chicago Press, 118:3, 409-432.
Clayson D. E. (2009). Student evaluations of teaching: are they related to what students learn? A meta-analysis and review of the literature. Journal of Marketing Education, 31, 16-30.
Cunha, J. M., Miller T. (2014). Measuring value-added in higher education: Possibilities and limitations in the use of administrative data. Economics of Education Review 42, 64-77.
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38:3, 181-199.
Flores, M. A. (Org.). (2010). A avaliação de professores numa perspetiva internacional. Sentidos e Implicações. Lisboa: Areal Editores.
Herdeiro, R. (2013). Avaliação do Desempenho Docente. Lisboa: Chiado Editora.
Kolner, K., Jacobs, J. (2015). Distinguishing Models of Professional Development. The Case of an Adaptive Model’s Impact on Teachers’ Knowledge, Instruction, and Student Achievement. Journal of Teacher Education, 66:1, 51-67.
Kuzmanovic, M., Savic, G., Gusavac, B. A., Makajic, D., Panic, B. (2013). A conjoint-based approach to student evaluations of teaching performance. Expert Systems with Applications, 40, 4083-4089.
Liang G., Akiba M (2015). Middle School Mathematics Teachers' Perceptions of the Common Core State Standards for Mathematics and Related Assessment and Teacher Evaluation Systems. Educational Policy, 29:2, 375-401.
Liliya, Y. (2010). Student Evaluation of Teachers as an Instrument for Education Quality Control in Russia’s Universities. Quality Assurance Review, 2:2,145-155.
Liu, S. (2013). Quality assessment of undergraduate education in China: impact on different universities. Higher Education, 66:4, 391-407.
Liu, S. (2015). Higher Education Quality Assessment in China: An Impact Study. High Education Policy, 28:2, 175-195.
Lupo, T. (2013). A fuzzy ServQual based method for reliable measurements of education quality in Italian higher education area. Expert Systems with Applications, 40, 7096-7110.
MacNell L., Driscoll A., Hunt A. N. (2014). What’s in a name: exposing gender bias in student ratings of teaching. Innovative Higher Education, 40, 1-13.
Marrongelle, K., Sztajn, P., Smith, M. (2013). Scaling up professional development in an era of common state standards. Journal of Teacher Education, 64:3, 202-211.
Marzano, R. J. (2012). The Two Purposes of Teacher Evaluation. Teacher Evaluation: What's Fair? What's Effective?, 70:3, 14-19.
Miller J. E., Seldin P. (2014). Changing practices in faculty evaluation. Academe 100, 35.
Minelli, E., Rebora, G.,Turri, M. (2015). Quest for accountability: exploring the evaluation process of universities, Quality in Higher Education, 21:2, 103-131.
Moreno-Murcial, J. A., Torregrosa, Y. S. (2015). Questionnaire evaluating teaching competencies in the university environment. Evaluation of teaching competencies in the university. New Approaches in Educational Research 4:1, 54-61.
Nikolaidis, Y., Dimitriadis, S. G. (2014). On the student evaluation of university courses and faculty members’ teaching performance. European Journal of Operational Research, 238, 199-207.
Pounder J. S. (2007). Is student evaluation of teaching worthwhile? An analytical framework for answering the question. Quality Assurance in Education, 15,178-191.
Ramirez, A.; Lamphere, M.; Smith, J.; Brown, S.; Pierceall-Herman, J. (2014). Teacher evaluation in Colorado: How policy frustrates practice Management in Education, 28, 44-51.
Shuiyun L., Hui, Y. (2014). Study of the Impacts of the Quality Assessment of Undergraduate Education Policy in China: Students’ Perceptions. Higher Education Studies, 4:2, 52-60.
Spooren P., Brockx B., Mortelmans D. (2013). On the validity of student evaluation of teaching: the state of the art. Review of Educational Research, 83, 598-642.
Stark P. B., Freishtat R. (2014). An Evaluation of Course Evaluations. Berkley: Center for Teaching and Learning.
Van der Lans, R. M., Van de Grift, W. J.C.M., Van Veen, K. (2015).
Developing a Teacher Evaluation Instrument to Provide Formative Feedback Using Student Ratings of Teaching Acts. Educational Measurement: Issues and Practice, 34: 18-27.
Normative Documents:
Ministy of Education Timor Leste (METL) (2011). National Education Strategic Plan 2011-30. Díli, Timor Leste.
República Democrática de Timor Leste (RDTL) (2002). East Timor 2020: Our Nation, Our Future, 2002-2020. Díli, Timor-Leste.
República Democrática de Timor Leste (RDTL) (2011). Timor-Leste Strategic Development Plan 2011-2030.Version Submitted to the National Parliament. Díli, Timor-Leste.
República Democrática de Timor Leste (RDTL) (2014). Decreto-Lei N.º 3 /2014 de 15 de Janeiro (Primeira alteração ao Decreto-Lei n.º 7/2012, de 15 de Fevereiro, que estabelece o Estatuto de Carreira Docente Universitária.
República Democrática de Timor Leste (RDTL) (2014). Diploma Ministerial N.º 33 /ME/2014 de 10 de Setembro (Procede à aprovação do Manual de Certificação do Docente Universitário - Manual CEDU).
UNESCO (2013). Review of national policies on learning and teaching. Paper commissioned for the EFA Global Monitoring Report 2013/4, Teaching and learning: Achieving quality for all.
Universidade Nacional de Timor Leste (UNTL) (2015). Relatório do Inquérito Pedagógico da UNTL - Implementação do Currículo de 2014. Díli, UNTL.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
