Abstract:
This study explored 6 part-time graduate students' perspectives on
course/instructor evaluation. The purpose was to explore whether a link exists
between the evaluation for course and instructors as contained in the Faculty of
Education courselinstructor evaluation form and the needs of part-time students
enrolled in that program. The literature review provided contextual information
concerning the 3 main subject areas based upon which the research questions
were designed: learner needs in the context of part-time graduate students,
courselinstructor eval~ation, and the potential lack of congruency between the 2.
Using a semistructured interview process, participants identified criteria important
or relevant to the evaluation process and incongruent with the course/instructor
evaluation form. A qualitative research methodology using a grounded theory
approach contributed to the theory on the nature of course evaluation instruments
in a graduate program and addressed the notion of where power was situated
within the evaluation process.
Findings suggested that the concepts of relevance and the instructor's role
that participants identified as important in their graduate learning experience were
congruent with what they considered important components of the
course/instructor evaluation form. Participants noted a lack of congruency
between their expectations of a quality graduate learning experience and the
format, content, intent, and timing of the evaluation process. The study confirmed
that students did want a voice in the evaluation of their learning experience at
both the course and program levels.
