Journal article

Publication year: 2009

Pages: 297-306

Journal: European Psychologist

Volume number: 14

Issue number: 4

DOI Link: https://doi.org/10.1027/1016-9040.14.4.297

Publisher: Hogrefe

Abstract: 

This article contributes to the conceptual and empirical distinction
between (the assessment of) appraisals of teaching behavior and (the
assessment of) self-reported competence acquirement within academic
course evaluation. The Bologna Process, the current higher-education
reform in Europe, emphasizes education aimed toward vocationally
oriented competences and demands the certification of acquired
competences. Currently available evaluation questionnaires measure the
students’ satisfaction with a lecturer’s behavior, whereas the
“Evaluation in Higher Education: Self-Assessed Competences” (HEsaCom)
measures the students’ personal benefit in terms of competences. In a
sample of 1403 German students, we administered a scale of satisfaction
with teaching behavior and the German version of the HEsaCom at the same
time. Using confirmatory factor analysis, the estimated correlations
between the various scales of self-rated competences and teaching
behavior appraisals were moderate to strong, yet the constructs were
shown to be empirically distinct. We conclude that the self-rated gains
in competences are distinct from satisfaction with course and
instructor. In line with the higher education reform, self-reported
gains in competences are an important aspect of academic course
evaluation, which should be taken into account in the future and might
be able to restructure the view of “quality of higher education.”

Harvard Citation style: Braun, E. and Leidner, B. (2009) Academic Course Evaluation : Theoretical and Empirical Distinctions Between Self-Rated Gain in Competences and Satisfaction with Teaching Behavior, European Psychologist, 14(4), pp. 297-306. https://doi.org/10.1027/1016-9040.14.4.297

APA Citation style: Braun, E., & Leidner, B. (2009). Academic Course Evaluation : Theoretical and Empirical Distinctions Between Self-Rated Gain in Competences and Satisfaction with Teaching Behavior. European Psychologist. 14(4), 297-306. https://doi.org/10.1027/1016-9040.14.4.297