COMSATS Institute of Information Technology

Abbottabad

Campus

Department of Development Studies.

Synopsis

for the degree of

BSDS.

MDS

PART-1 (to be completed by the student)

Name of Student
Ghania
Department
Development Studies
Registration No.
FA13-MDS-008
Name of Research Supervisor
Dr. Musarrat jabeen
Members of Supervisory Committee
1. Dr. Musarrat Jabeen
2. Dr. Arif Alam
3. Dr. Zahid Hussain
4. Mr. Ehsan Inam Ullah
Title of Research
Assessment of Faculty Evaluation Process in the Higher Education
Based on Students Perception in Contact to Teaching Effectiveness in
Proposal
COMSATS Institute of Information Technology, Abbottabad

SUMMARY OF THE RESEARCH PROPOSAL

Effective teaching insinuates the communication of knowledge by the faculty to students by
integrating the objectives of the learning process in contact to available content and the context.
The faculty evaluation is proven formative; that is, facilitating faculty growth, development, and
self-improvement. It is summative as well; it plays a vital part in tenure, promotion,
reappointment, and salary decisions. Faculty evaluation by students is one of the sources to
measure teaching effectiveness and student-teacher relationship. In COMSATS Institute of
Information Technology (hereafter CIIT) the items offered in electronic evaluation pro-forma for
faculty evaluation to students is down to reality, the procedure is tedious, the time frame falls
just before the terminal examination, and the students know how to establish the opinion
particular to the prompts indicated seems insufficient. Based on this concern the objective of the
study is to explore the perception of the students about effective teaching and to assess the
efficacy of the prevalent electronic evaluation process. The research design would utilize survey
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activity. The prevalent faculty evaluation pro-forma in CIIT system would be analyzed in twin
perspective; one is the technical and the other is intention. It would be structured questionnaire
based research. The questionnaire would be designed specific to Faculty Evaluation Process
(here after FEP) based on students perception in CIIT. In total 150 respondents would be
selected on the bases of purposive sampling from CIIT to assess the perception students. The
instrument would be structured questionnaire composed of perceptions regarding teaching
effectiveness, content of evaluation pro-forma, skills to critically appreciate the electronic
evaluation process. Data would be analyzed by using mode frequency distribution. Descriptive
states would be used to analyze the data.

INTRODUCTION
Effective teaching is the ability to provide instruction to different students of different abilities
while integrate instructional objectives and assessing the effective learning mode of the students.
(Vogt, 1984). Generally speaking effective teaching is systematic, stimulating and caring. (Marsh
et al, 1984). Effective teaching is concerned not only with success but also with appropriate
values that is facilitating faculty growth and development and self improvement. As (Clark,
1993) explained the teacher assessment project established five criterias for an effective teacher:
is committed to students and learning, (b) knows the subject matter, (c) is responsible for
managing students, (d) can think systematically about their own practice, and (e) is a member of
the learning community. If a faculty meets a preset list of criteria during their evaluation, then it
shows the effectiveness of teaching.
Indeed, literature shows different perspective on how effective teaching is defined and measured.
Many of the researcher focus on effective teaching in accomplishing high student learning
outcomes. Effective teaching mainly focuses on the results of faculty actions on student learning
processes achievement. (Seidel et al, 2007), they used an interesting framework of effective
teaching based on cognitive models of teaching and student learning in their meta analysis on
teaching effectiveness. As (Papanastasiou, 1999) stated that no single teacher characteristic is
adequate to define an effective teaching. Effectiveness of teaching can be measured and may be
critical to students success. Effective teaching is difficult to define because people with
completely different styles are equally effective. The one thing that have learned is that the
effective teaching is that who can increase students knowledge, motivational factors, and
through good communication skills can convince with his/her point of view and should be well
informed and should be cooperative and should have positive attitude towards students, and
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should have the ability to resolve students queries related to studies. There will be no measure
of effective teaching quality that will be free from one bias or another. There are two keys to the
effective teaching evaluation. First, it must be multifaceted with measures whose biases differ
and thus result in some balance. No single measure can be the determinant of an inordinate
amount of evaluation variance. Secondly, effective teachers will get positive student ratings even
when they have high expectations and do not inflate grades. Faculty who is well organized may
not be the best communicator.
An evaluation is the primary mechanism by which faculty receives feedback on their
professional activities and accomplishments. Faculty evaluation is one of the most important
factors that can help to promote the effectiveness of teaching. Students perceptions regarding
effective teaching are important because students are the important to portray teaching
effectiveness. (Davey, 1991) Explained that evaluating teachers is different from evaluating
laborers or assembly line workers in that there is no end product to assess. Because there is no
simple way to evaluate teachers, multiple methods have evolved.
Faculty evaluation by students is one of the sources to measure teaching effectiveness and
student teacher relationship. Faculty anxiety about students evaluations seems alleviated if
faculty is convinced that evaluation results are meant to help them assess their own teaching and
identify areas to improve. (Cross, 2002). There are two basic purposes for faculty evaluations
typically called formative and summative. Formative evaluation is for improvement or
development and for facilitating faculty growth while summative evaluation is to judge results,
for faculty summative evaluation occurs in the context of tenure and promotion, merit raise and
hire/fire decisions. The evaluation affects peoples livelihood, a fair standard of fairness is
important.
All institutions of higher education around the world conduct evaluations, where students
express feedback on their faculty, (Suriyati and Wan, 2011). Students are generally willing to do
evaluations and to provide feedback with no particular fear of repercussions. (Norazuwa, et al
2007). Faculty evaluation by students is commonly practiced in many developed and developing
countries at different levels of education in different institutes. Faculty evaluation programs have
become a regular feature of many public sector universities in Pakistan. According to the use of
students feedback for evaluating effective teaching is the single most researched issue in all of
the higher education. Faculty who received the best evaluation was not necessarily the most
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effective teaching, (Christopher et al, 2007).

CIIT is also practicing faculty evaluation by students through electronic evaluation process.
Electronic evaluation is a good source to keep checks on the working of faculty and to enhance
the professional performance of faculty and as a guide for faculty as they reflect upon and
improve their effectiveness. This study would focus FEP by students in CIIT Abbottabad. In this
study assessment would be conducted about the efficacy of prevalent FEP of CIIT Abbottabad
by the students. There is an online electronic evaluation system of CIIT which utilized students
for to do the evaluation at the end of the each semester; it serves as a tool to measure faculty
performance. In CIIT the items offered in electronic evaluation pro-forma for faculty evaluation
are down to reality, procedure is tedious, the time frame falls just before the terminal
examination, and the students know how to establish the opinion particular to the prompts
indicated seems insufficient. The intention of this study is to examine students perception
regarding effective teaching and to assess the efficacy of the prevalent electronic evaluation
system to assess the teaching effectiveness.

PROBLEM STATEMENT
In CIIT the items offered in electronic evaluation pro-forma for faculty evaluation offered to the
students is down to reality, the procedure is tedious. The time frame falls just before the terminal
examination and the students know how to establish the opinion particular to the prompts
indicated seems insufficient. The lapses in and around the FEP has impacted the expected
outcomes. Based on this concern in the study would attempt the following question:
What is the perception of students about the content and operational component of FEP?

OBJECTIVES
The key objectives are as follows:
1. To analyze the students perceptions regarding effective teaching.
2. To measure the efficacy of the prevalent electronic evaluation system.

Purpose of the study:

The purpose of the study is to facilitate the faculty and the students to enhance effective teaching
with due counting of students perception in contact to the prevalent electronic evaluation system.
It would reflect on overall quality of education providing by the CIIT.

STUDY AREA
The study area would be COMSATS Institute of Information Technology,
Abbottabad; and the population would be the students of all departments.

RESEARCH METHODOLOGY:
The methods the guiding principle is: the teaching effectiveness may not be simply assessed by
electronic evaluation system, but by the various perceptions of the students as well. Theoretical
framework for the Assessment of FEP in Higher Education Students evaluation matters to
increase the faculty efficiency relevant to effective teaching. The students perception links the
correlation between faculty and the FEP which may be the indicator of teaching effectiveness.

Variables:
The variables in this study are as follow:

Faculty evaluation process=change variable

Effective teaching=outcome variable
Students perception=linking variable

Methods of data collection

Numerous faculty evaluation methods are available. The scheme of this study tries to evaluate
the teaching effectiveness by the students perception and to assess the efficacy of prevalent
faculty evaluation system. The students experienced at least two times the FEP would constitute
a privileged group to work with for this paper. The survey activity would be organized in JanFeb, 2015, will consist of three components:

Activity 1: Content Analysis

The faculty evaluation pro-forma prevalent in CIIT system would be analyzed in twin
perspectives; one is technical and the other is intention.

Activity 2: Focus group discussions

To explore the student perceptions to be measured for the study we will organize 10 focus group
discussions out of that we will establish the paradigm variables in contact to effective teaching.

Activity 3: Questionnaires
The questionnaire would be designed specific to FEP in Higher Education based on Students
Perception in COMSATS Institute of Information Technology (CIIT). The information sought
through this questionnaire is not available in the secondary data. All questions would be worded
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simply and clearly as possible, the options provide an opportunity for easy and unambiguous
response. The questions would proceed from general to specific responses.

Sampling Design:
In total 150 respondents would be selected on the bases of purposive sampling from CIIT to
assess the perception students.

Instrument of data collection:

The instrument would be structured questionnaire composed of perceptions regarding teaching
effectiveness, content of evaluation pro-forma, skills to critically appreciate the electronic
evaluation process.

Data Analysis
Purposive sampling would be used to collect data. Data would be analyzed by using mode
(frequency) distribution. Descriptive states would be used to analyze the data.

Part II
References:
Abedin, N. F. Z., Taib, J. . M. & Jamil, H. M. T., 2014. Comparative Study on Course
Evaluation Process: Students and Lecturers Perceptions. Procedia - Social and
Behavioral Sciences , Volume 123, p. 380 388 .
Christopher, . S., S. & D., 2007. Pharmacy students perceptions of a teaching
evaluation process. American Journal of Pharmaceutical Education, 71(1).
Clark, 1993. Teacher evaluation: A review of the literature with implications for
educators. Unpublished Seminar Paper, California State University at Long Beach,
june.
Cross, 2002. Measuring Quality in Education. New York: El- Kley.
D. & . A., 1997. Student Evaluation of Teaching Effectiveness: A Nigerian
Investigation. Higher Education, 24(4), pp. 453-463.
Davey, 1991. Evaluating teacher competence through the use of performance
assessment task: An overview. Journal of Personnel Evaluation in Education, pp.
121-132.
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M., 1984. Students evaluation of university teaching: dimensionality,reliablity,

validity potential, biases, and utility. journal of education psychology, Volume 76, pp.
707-754.
Papanastasiou, 1999. Teacher evaluation. Michigan State University, East Lansing. .
Suriyati, S., S. & N., 2011. Lecturers perception on student evaluation at University
Kuala Lumpur. Enhancing Learning: Teaching and Learning Conference, pp. 1-2.
Vogt, n.d. Developing a teacher evaluation system.. Spectrum, 2(1), pp. 41-46.
yousaf, A. R., 2010. University teachers perception of the effects of students
evaluation of teaching on lecturers instructional practices in Nigeria. Proceedings of
the 1stInternational Conference of Collaborational of Education Faculties in West
Africa (CEFWA).

Recommendation by the Research Supervisor

Name _________________________________ Signature _____________ Date___________

Signed by Supervisory Committee

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Name of Committee Member

Designation

Signature and Date

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