Empowering Learners and Instructors
through Online Class Evaluations【論文】学生がオンライン・クラス評価を行うことで講師の能力を向上させる
This research paper examines issues related to online evaluations of classroom performance of instructors by students. It begins with a

In addition to the concern about who does the evaluating,competitive higher education market. They employed areview of the current literature on student evaluations of faculty; identifying the benefits and drawbacks of such evaluations according to

the criteria used are also a major issue. In standardized

range of unique ideas in order to differentiate themselves

prior research. From there, it explores the advantages of having students complete frequent online evaluations of educators’performance

evaluations carried out by administrators, the criteria forfrom other institutions. For example, they hold overseas

as recognized by the researchers in a tertiary institution in Tokyo. After outlining the advantages of the system utilized at the university,

assessment may include such points as whether the material

events for the first year students with the main purpose of

the researchers look at the disadvantages of such a system; once again, discussing the issue from their experience at a particular“occupies” the learners (Toch, 2008), or whether thebroadening their awareness of the world outside Japan.

institution in Tokyo. The paper concludes with points for consideration for other educators dealing with online evaluations of faculty atevaluator feels the teacher has the appropriate attire on.

Aware that universities from the US, UK, Australia and many

institutions of higher education.

According to Ardalan et al. (2007), the objective of student

European countries use student evaluations of teaching as

evaluations on teachers is to obtain information valuablea means to improve faculty instruction, the administrationin the adjustment of class content and delivery methods

developed an online evaluation system where every student

and as essential feedback into the performance of specificprovides feedback on every class they attend in order toteaching staff. Students offer educators feedback thatallow them the opportunity to have a voice in how theirrelates directly to the efficacy of their instruction and thecourses progress.

ジョセフ・ハイリマン
Joseph Heilman
デジタルハリウッド大学 准教授
Digital Hollywood University Associate Professor

松崎 武志
Takeshi Matsuzaki
明治大学 特任准教授
Meiji University Associate Professor[Profile]
デジタルハリウッド大学
准教授 ジョセフ・ハイリマン
Digital Hollywood University
Associate Professor
Joseph Heilman
大学在学中にアジアを中心とした国際研究を専攻。その後アメリカの日本人教授の薦めのもと、一年間日本に滞在。大学卒業後、アメリカから東京へ移住し国際高等学校で教師として活躍。その間、日本テンプル大学の修士課程プログ
ラ ム で TOEFL と TOEIC の 製 造元である ETS で問題作成を担当。
この経験を通じて研究テーマとして取り入れる。学位取得後、デジタルハリウッド大学で教鞭をとる。
英語プログラムアシスタントディ
レクター。2011 年から明治大学兼任講師。

[Profile]
明治大学特任准教授 松崎 武志
Meiji University
Associate Professor
Takeshi Matsuzaki
明治大学商学部卒業後、ペンシルバニア大学にて TESOL（英語教授法）修士課程を修了。デジタル
ハリウッド大学では、開学準備段
階から開学後の 5 年間に渡り、全学の 英語 プロ グラ ム主 任を 務める。2010 年 4 月からは明治大学
政治経済学部にて特任准教授。専門は第二言語習得・外国語教育。

appropriateness of its presentation. Comparatively speaking,the student evaluation provides more in depth and relevant

The developers of the system set up a series of questions

information to instructors during the course of a term thanfor students to answer about the classes they attend. The

the standardized type evaluation given by an administrator.

questionnaire was then uploaded onto the university's
website. Every week, students fill in the survey immediately

Introduction

In connection to the differences between administrators'

after a class for each of their classes. As for the portion of

items to observe that does not take into account the current

and students' feedback, we see a marked difference inthe survey that contains multiple choice answers, the results
become available as charts for easy access by instructors.

environment in which the administrator will examine thethe amount of feedback offered. As for administrative“Teacher evaluations are at the very center of the education

given instructor, the evaluations end up lacking the essential

evaluations, how often an instructor receives an evaluation

This way, instructors do not need to spend an extensive

enterprise and can be catalysts for teacher and school

constructive feedback the instructor needs. For instance, amay depend on their position within an educationalamount of time interpreting the results. They can focus more

improvement”(Toch, 2008). In fact, it has been suggested

US study completed by the New Teacher Project in 2007

institution. Brandt et al. (2007) found that non-tenured

on the individual comments provided to address specificby organizational psychologists that people within anof Chicago area schools (Toch, 2008) determined that

instructors within the US received evaluations twice a year,

points discussed by students about the particular class andorganization, such as a university, that lack feedback will

evaluations completed by principals often provided little if

whereas their tenured counterparts were evaluated once

make adjustments as needed.

actively seek it out (Ashford & Cummings, 2008). Most

any assistance to educators on how to enhance instruction

every two to five years. This may seem hard to grasp at

educators agree and understand that evaluations help inand student success. The study also found that quite

first; however, if one considers the numerous responsibilities

The initial survey included the following seven questions inteacher development and provide necessary feedback forfrequently the principals neglected to share their findings

administrators have and the time constraints under which

order of appearance: 1)“One the whole, how was today's

this process. However, exactly what teacher evaluations

from the evaluations with the instructors involved. Anotherthey work, their inability to make time to frequently assesslesson? Choose from‘very satisfactory,’‘satisfactory,’‘so-involve remains a controversial issue for educators

problematic factor of administrative evaluation stems fromeach instructor within their department may becomeso,’‘not so good,’or‘bad’”; 2)“Write about the good

and those responsible for maintaining the academic

the fact that the mere presence of an administrator inunderstandable. In contrast, student evaluations may takepoints of the lesson.”; 3)“Write about the bad points ofintegrity of an educational program. Some of the issues

a classroom drastically alters the environment, thereby

place multiple times within a term. According to Looneythe lesson.”; 4)“What can be done to improve on the‘badsurrounding teacher evaluations concern exactly who

affecting the evaluation process. The authors of this paper(2008), both beginning and veteran educators seek out

points’?”; 5) Did you actively participate in the lesson?”; 6)gives the evaluations, what teachers will be evaluated on,

have witnessed this repeatedly as they entered a classroom

students' opinions on their courses at the onset, middle and“Write your comments on today's lesson.”; and 7)“Letand how frequently they will be evaluated. This paper will

to assess an instructor's performance and observed theend of the term. Based on the students' assessments ofus know if you noticed anything pertinent to the classroom

look at these issues with reference to the role of onlinechanged behavior in the students (and the instructor) fromthe course, the faculty members can adjust components ofsurroundings, administrative support, etc.”

student evaluations of classes and their advantages andthe moment they entered the room.

the course to better suit the needs and wants of the given

disadvantages as addressed by a university in Tokyo.

Review of the literature

students. The greater frequency of student assessment

The original format was used during the university's first

In an ideal world, instructors would receive feedback fromgives the educators the opportunity to improve theirthree academic years between 2005 and 2007. In 2007,

multiple sources including administrators, their peers andteaching skills.

the university reviewed this original survey form, andconcluded that some of the original questions and thestudents. The feedback would become amalgamated into aorganization of the survey needed changing. Accordingly,

common format for easy access and analysis by the instructors

3｜ DHU JOURNAL Vol.01 2014

Regarding the issue of who evaluates instructors, we findto assist them in further developing their ability to teach theirthat most commonly the person involved in the evaluation

particular courses and assist learners with mastering thehas the least invested in the course receiving the evaluation.

content of the course. In order to bring the reality of teacher

In most cases, the administrator of a particular program

evaluation closer to the best practice, many tertiary institutions

The authors of this paper have worked as administrators

provided additional questions asking the students to reflect

handles this responsibility (Oliva, Mathers & Laine, 2009).

around the world have implemented student evaluations ofand instructors in the English department of a university inon their participation and effort in the class.

The authors of this paper have firsthand experience with thefaculty as standard procedure (Moore & Kuol, 2005; Silva etTokyo. Since its establishment, the university has employeddifficulties concerning administrative-initiated evaluations.

al., 2008). Having students as part of the evaluation process

online student evaluation on their registered courses. The

For one thing, administrators commonly neglect to set or

ensures that instructors receive feedback that reflects learners'

following introduces the history of its development.

have clear expectations for the assessment procedure.

needs and wants, and allows the instructor the opportunity

They understand the need for assessing the teaching staff;

to consider how to improve on instruction in a way that will

When establishing the university, the founders felt the

however, with little training in how to effectively evaluate

affect learners. Student evaluations also allow students theneed to employ new concepts that other schools had

staff and usually armed with a standardized checklist ofopportunity to play a direct role in how a course progresses.

not attempted within Japan in order to thrive in its highly

A case study: a newly established university
in Tokyothe faculty development committee of the university deviseda modified version, and a second version was used fromthe start of the 2008 academic year. The second version

DHU JOURNAL Vol.01 2014 ｜ 4

Empowering Learners and Instructors
through Online Class Evaluations【論文】学生がオンライン・クラス評価を行うことで講師の能力を向上させる

Advantages of utilizing an online classevaluationof occasions where students who did not speak out in classfrom teacher interactions with the students, grading leniency

In fact, many educational institutions struggle withexpress their voices, both positive and negative, throughand the physical appeal of the instructor (Silva et al., 2008)

maintaining their response rate for their online student

online evaluations. Thus, feedback from evaluations in theseor negative student evaluations stemming from the skinevaluations of teaching. Some suggestions for accomplishing

As professional learning theories illustrate, performance

situations helps teachers direct attention to students in needcolor of an instructor (Smith, 2007), we can understandthis include bonus points, awards or increasing the number

evaluations encourage teacher development, creatingof assistance.

how some educators may disregard student evaluations ofand sources of reminders to complete the online surveys“reflective practitioner(s)”(Chung, 2008). Having utilized

their performance. When discussing student evaluations with

(Ardalan et al., 2007; Johnson, 2003). The authors havethis student evaluation system for a number of years now,

The fact that students complete the evaluation surveys

faculty, instructors often comment that“students are simply

considered including the evaluations as part of students'

we have recognized and made use of several significant

online also allows them more freedom to respond than the

not in a position to evaluate their teachers' performance”

grading criteria; however, this may skew the results of thebenefits.

traditional in-class, paper-based evaluations that some

(Danielson & McGreal, 2000; Davidovitch & Soen, 2006;

evaluations, as students may tend to give more positive

institutions or instructors still use. Moreover, the online

Moore & Kuol, 2005), which is one major reason why thisevaluations with the hope that the instructor will reciprocate

First, similarly to what we found in reviewing the literature

surveys have the added bonus of not occupying the classevaluation system was designed in such a way that bothduring their assessment of the students.

on teacher evaluation, we have determined that frequent

time as the traditional paper-based surveys do. Students

teachers and students can see it as a tool to improve theirstudent feedback allows teachers to adjust what andreceive an email request for completion of their given classclasses cooperatively. Although the university's online

Still another aspect of student evaluations that the

how they teach with better results than administrative

survey and respond to the request within 48 hours. Results

evaluation system has operated since its establishment

institution's English teachers find frustrating comes from theevaluations. For example, an instructor may present material

from the completed surveys get posted for the instructor

in 2005, no critical monitoring was made on instructors'

occasions when overall ratings of the class show student

of a technical level that may challenge a particular student

on the secured portion of the university website for theuse of the system until the second year of operation, andsatisfaction, but a small group or a single individual remain

population beyond their ability. If student feedback on

instructor to view at his or her convenience. This provides

once the authors began monitoring their use of the system

unsatisfied with the course. We educators want to assist all

the material comes back positive, the instructor can rest

for more precise evaluations and does not occupy valuable

within the English department, the faculty's aversion to thelearners within our courses with grasping the content weassured that that population can keep up with that levelcourse time.

feedback quickly became clear.

teach and further the students' knowledge of the material;

students have difficulty comprehending the material, then

Most importantly, frequent student evaluations aid the school

There also have been concerns from those instructors who

a particular student or group of students we may begin to

the instructor may adjust the difficulty level of the content

or administrators in maintaining or even improving teachers'

have tried to make use of the online evaluation results.

focus on their wants (not to say, needs) to the detriment of

based on the student feedback. This type of immediate

instruction quality. As we have observed from reviewing

One of their concerns pertains to the usefulness of student

the remainder of the class. The significance of this problem

and relevant evaluation of classes provides educators withthe literature on teacher evaluations, administrators cannot

feedback. For example, if instructors receive negative

would lessen if administrators would avoid focusing on theextremely valuable information. A student quote from Ghedin

assess their teacher's performance with any regularity, or

feedback, they can quickly determine that something did

select malcontents, but these select few tend to be veryand Aquario (2008) effectively portrays the benefits of thiseven provide instructors with the essential information they

not work well in a particular class because of the results ofvocal, which presents a problem for all involved.

aspect of online student evaluations of teachers:

require to make the needed changes within their courses.

questions 5 and 6 on the evaluation survey (i.e.,“Was theof expertise. Conversely, if the feedback shows that the

however, when receiving frequent negative feedback fromThe students, on the other hand, spend the most time withlesson interesting?”and“How much of what was covered“ ... in my opinion, if these forms are used to improve

the instructors and, therefore, have far greater insight into

do you think you have acquired?”). Thus, instructors

the teaching they are an important evaluation resource

how well the instructor performs his or her duties. Thus,

understand that some aspect(s) of their lesson did not

because we are all asked to fill them in [...] it has

teachers may appreciate feedback directly given from theirhold the students interest, or the material may have not

There are nagging issues that must be addressed inhappened to me several times that the teacher says:

students more than from their supervisors, as they may feelbeen clear to them. However, the authors have observedorder for the feedback provided by students to effectively‘listen, I have read the forms and I have understood that

their supervisors do not know what actually takes placethat student comments regarding the lesson tend toassist instructors in improving their teaching quality andmaybe there are some things that I need to improve, let'sin (and also outside of) the classroom. Of course, somelack the critical information needed to make the required

further enhancing students' ability to perform. One suchtry this way’and so these forms have been useful ...”

teachers may not be so appreciative of student feedback,modifications to subsequent lessons. In some cases,

issue might be anonymity of the evaluations. Currently,

but then our administrative experience tells us that such

students discuss matters that may have nothing to do withthe university's system identifies which students provide

A related plus of frequent student evaluation is that itteachers will doubtfully appreciate their supervisors' advice

teacher performance. In either case, their comments tend tocomments for instructors. This allows instructors toacts as a very useful tool for educators, especially thoseor suggestions on their teaching too.

make an insignificant contribution to teacher development

address the concerns of the specific students. However,other than leaving them guessing as to what went wrong.

by identifying the student who is leaving the feedback,teaching large classes, to grasp the overall attitude of thestudents may be hesitant to leave more critical comments

students. In other words, educators who frequently viewAs can be seen, the university being reported on in thisstudent feedback can gain a basic understanding of whether

paper has gained tremendously from online student

Another issue the university's instructors have had withthat instructors need to read when educational issues

the students feel generally positive or negative about theevaluations of classes. By having the students abundantly

the feedback originates from how sparingly students givearise in a class. By making the comments section

class. In large-scale, lecture-style classes, educators canevaluate their classes, the university's instructors are better

feedback, an issue that many tertiary institutions face (Norris

anonymous, students may leave critical feedback.

find it difficult to judge the reaction of the students as they

able to provide effective, pertinent lessons to their students.

& Conn, 2005). As Ardalan et al. (2007) suggest, a large

sit listening to the lecture. Having an online evaluation tool

However, all the pluses described above have also comeportion of a given class should respond to the surveys in

To address the issue related to student comments, thethat provides easy-to-analyze, constructive feedback in awith some negatives, which we will now discuss.

order to provide accurate results for the teacher. If you

students may need an orientation on how to properly use

timely manner allows teachers to obtain a broad sense of

have only one respondent to your survey, the results do not

the evaluation system. Having instructors provide lessons

the progression of the course.

reflect the overall class perception. It often happens that aton constructive criticism and having them request specificthe beginning of a term many students proffer feedback on

feedback on areas they would like to have addressed

their classes, but from about mid-term the entire processby students might improve on the current system. By

seems to become overwhelming or bothersome and student

focusing students' attention on specific aspects of lessons,Online student evaluations also allow reticent students

Disadvantages of utilizing an online classevaluation

to provide information they may not otherwise volunteer

5 ｜ DHU JOURNAL Vol.01 2014

Conclusion

in class. They also provide students with a forum forSome instructors at the institution are resistant to observe

evaluation numbers drop off considerably. This, once again,

educators may be able to receive the information they needquestioning and commenting on more receptive lecture style

their students' feedback, and with some research suggesting

imparts very little information onto the instructor for use in

to enhance their instruction and better assist the students.

courses. For example, the authors have witnessed a numberthat positive student evaluations of instructors in part stem

teacher development.

The system could also be used to ensure professional

DHU JOURNAL Vol.01 2014 ｜ 6

Empowering Learners and Instructors
through Online Class Evaluations【論文】学生がオンライン・クラス評価を行うことで講師の能力を向上させる

conduct among instructors. Students could provide

References

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Student evaluations do have issues that need addressing,but considering the alternative of only limited administrativeevaluations of instructor performance, one can see thenecessity for student assessments of their classes. As thisform of assessment and teacher development continues to
evolve, it will become more and more prevalent throughout
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