Designing a valid EFL-specific teacher evaluation form for students' ratings

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buir.advisorWalters, JoDee
dc.contributor.authorÖzçınar, Ayça
dc.date.accessioned2016-01-08T18:21:25Z
dc.date.available2016-01-08T18:21:25Z
dc.date.issued2011
dc.departmentM.A. in Teaching English as a Foreign Languageen_US
dc.descriptionAnkara : The Department of Teaching English as a Foreign Language, Bilkent University, 2011.en_US
dc.descriptionThesis (Master's) -- Bilkent University, 2011.en_US
dc.descriptionIncludes bibliographical references leaves 89-92.en_US
dc.description.abstractTeacher evaluation forms (TEF) for students‟ ratings have been used since the1920s. Many researchers have been questioning the validity of such forms since then. There have been many attempts to design field-specific TEFs in several studies. The present study aims to design a valid EFL-specific TEF for students‟ ratings. The instruments of the study are an online questionnaire, three versions of the teacher evaluation form and the form itself (the final version of the form). The participants are 392 students from different proficiency levels (elementary, lower intermediate, intermediate, upper intermediate and advanced) and 21 teachers at Anadolu University School of Foreign Languages (AUSFL), and three teachers from different universities. The information gathered from the online questionnaire and the semi-structured interviews on the three versions of the form was analyzed qualitatively, and a final version of the form was designed. The piloting of the final version of the form was analyzed quantitatively. The qualitative analysis showed that the current TEF for students‟ ratings at AUSFL was not satisfactory, and the literature on effective teacher behaviors and the distinctive features of language teachers provide a good basis for designing the new form. The quantitative findings of the study showed that the final version of the form was highly reliable, though many items were positively skewed, showing that they may not be ideal for distinguishing between teachers. The factor analysis of the form in this study revealed only a single factor, suggesting that students do not distinguish between various aspects of good teaching; this situation may be inferred as evidence for a halo effect in student‟s ratings.en_US
dc.description.degreeM.A.en_US
dc.description.statementofresponsibilityÖzçınar, Ayçaen_US
dc.format.extentxii, 102 leavesen_US
dc.identifier.urihttp://hdl.handle.net/11693/15613
dc.language.isoEnglishen_US
dc.publisherBilkent Universityen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectteacher evaluation formsen_US
dc.subjectstudents‟ evaluation of teachersen_US
dc.subjecteffective teacher behaviorsen_US
dc.subjectdistinctive feature of language teachingen_US
dc.subjectdesigning a questionnaireen_US
dc.subjectvalidity of formsen_US
dc.subject.lccPE1068.T8 O934 2011en_US
dc.subject.lcshEnglish language--Study and teaching (Higher)--Turkey.en_US
dc.subject.lcshEnglish language--Study and teaching--Turkish speakers.en_US
dc.titleDesigning a valid EFL-specific teacher evaluation form for students' ratingsen_US
dc.typeThesisen_US

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M.A. in Teaching English as a Foreign Language - Master's degree