Faculty Advisor

Chen, Minghui

Faculty Advisor

Wilkes, John M.

Abstract

The Teaching Evaluation and Learning Styles Study was based on the data collected from 479 WPI students, primarily freshman and sophomores. The goal of this project was to see if student's personalities (MBTI) and academic performance predict class evaluations rating. If they did, it would call into question the value of this type of self-report data - and many faculty members believe that to be the case, and discount them in making plans for future course. The feedback received in their fashion cannot be "explained survey" is a mere reflection of grade on learning style. However, just because of this kind of data is potentially valuable feedback that does not mean that we read it properly on using it well. The second major objective of the course was to evaluate the WPI form itself to see how many factors it covers in practice, which ones dominate the averages often reported and whether any major factor we consider important are totally missed. Between 7th and 9th "factor" on separate issue are covered by the 40 item forms we created by adding 16 items to WPI normal form. The balance of attention to them ranged from 9 items on a single subject to a single item dealing with an issue -- and on occasion. These were our items, so the original form sometimes seemed to cover a subject but really did not -- or missed it entirely. The result of this study is a mapping of the WPI class evaluation form with recommendation on how to rebalance and improve it by reducing redundancy and broadening its coverage.

Publisher

Worcester Polytechnic Institute

Date Accepted

January 1999

Project Type

Interactive Qualifying Project

Accessibility

Restricted-WPI community only

Advisor Department

Mathematical Sciences

Advisor Department

Social Science and Policy Studies

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