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5 CONCLUSIONS
The work considered concerns the analysis of
questionnaire data from student-course evaluations
from two time-periods, and also the connection
between course evaluations and student outcome in
the form of exam grades. We have demonstrated
consistency of such evaluation data over time.
Furthermore, we have shown relationships between
student outcome in the form of exam grades the
questionnaire data.
ACKNOWLEDGEMENTS
Christian Westrup Jensen from the administration of
DTU and the team at Arcanics A/S are gratefully
acknowledged for helping providing the data.
Comments and suggestions from the reviewers are
also kindly acknowledged.
REFERENCES
Abrami, P.C., d’Apollonia, S, Rosenfield, S., 1997. The
dimensionality of student ratings of instruction: what
we know and what we do not. In: Perry, R. P., Smart,
J. C., editors: Effective teaching in higher education:
research and practice. New York: Agathon Press.
Althouse, L. A., Stritter, F. T., Strong, D. E., Mattern, W.
D., 1998. Course evaluations by students: the
relationship of instructional characteristics to overall
course quality. Paper presented at: The Annual
Meeting of the American Educational Research
Association; 1998 April 13-17; San Diego, CA.
Billings-Gagliardi, S., Barrett, S. V., Mazor, K. M., 2004.
Interpreting course evaluation results: insights from
thinkaloud interviews with medical students. Med.
Educ.; 38: 1061-70.
Cohen, P. A., 1981. Student ratings of instruction and
student achievment. Review of Educational Research;
51(3): 281-309.
Feldman, K. A., 1989. The association between student
ratings of specific instructional dimensions and
student achievement: Refining and extending the
synthesis of data from multisection validity studies.
Research in Higher Education, Vol. 30, No. 6.
Guest, A. R., Roubidoux, M. A., Blance, C. E., Fitzgerald,
J. T., Bowerman, R. A., 1999. Limitations of student
evaluations of curriculum. Acad Radiol.; 6:229-35.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E.,
Tatham, R. L., 2006. Multivariate Data Analysis. 6
th
ed. Prentice Hall.
Sadoski, M., Sanders, C. W., 2007. Student course
evaluations: Common themes across courses and
years. Med Educ Online [serial online] 2007;12:2.
Available from http://www.med-ed-online.org
APPENDIX
Table 1: Example of questions in evaluation form A.
Question Answer
possibilities
1.1 I think I am learning a lot in this
course
Strongly agree=5,
4, 3, 2, 1=Strongly
disagree
1.2 I think the teaching method
encourages my active
participation
Strongly agree=5,
4, 3, 2, 1=Strongly
disagree
1.3 I think the teaching material is
good
Strongly agree=5,
4, 3, 2, 1=Strongly
disagree
1.4 I think that throughout the
course, the teacher/s have clearly
communicated to me where I
stand academically
Strongly agree=5,
4, 3, 2, 1=Strongly
disagree
1.5 I think the teacher/s create/s
good continuity between the
different teaching activities
Strongly agree=5,
4, 3, 2, 1=Strongly
disagree
1.6 5 points is equivalent to 9
hrs./week. I think my
performance during the course is
Much less=5, 4, 3,
2, 1=Much more
1.7 I think the course description’s
prerequisites are
Too low=5, 4, 3,
2, 1=Too high
1.8 In general, I think this is a good
course
Strongly agree=5,
4, 3, 2, 1=Strongly
disagree
2.1 I think my English skills are
sufficient to benefit fully from
this course
Strongly agree=5,
4, 3, 2, 1=Strongly
disagree
Table 2: Example of questions in evaluation form B.
Question Answer
possibilities
1.1 I think that the teaching gives
me a good grasp of the
academic content of the course
Strongly agree=5,
4, 3, 2, 1=Strongly
disagree
1.2 I think the teacher is good at
communicating the subject
Strongly agree=5,
4, 3, 2, 1=Strongly
disagree
1.3 I think the teacher motivates us
to actively follow the class
Strongly agree=5,
4, 3, 2, 1=Strongly
disagree
2.1 I think that I generally
understand what I am to do in
our practical assignments
Strongly agree=5,
4, 3, 2, 1=Strongly
disagree
2.2 I think the teacher is good at
helping me understand the
academic content
Strongly agree=5,
4, 3, 2, 1=Strongly
disagree
2.3 I think the teacher gives me
useful feedback on my work
Strongly agree=5,
4, 3, 2, 1=Strongly
disagree
3.1 I think the teacher’s
communication skills in
English are good
Strongly agree=5,
4, 3, 2, 1=Strongly
disagree
ANALYSING COURSE EVALUATIONS AND EXAM GRADES AND THE RELATIONSHIPS BETWEEN THEM
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