Differentiating between Student Evaluation of Teacher and Teaching Effectiveness

Goran Hajdin, Katarina Pažur


Teachers are considered to be principal actors in the teaching process as well as one of its major constituents when quality and equity are concerned. Over the last decade a lot of papers have been published that deal with the quality of the teaching process and teachers. Most of them focus on students as the main subjects in evaluation of the teaching process and teachers. In this paper we analyze freshmen and senior students’ ability to differentiate between the evaluation of teacher and evaluation of teaching. In a lot of questionnaires used in research into this topic there is no difference in the approach to these two diverse aspects of the educational process quality. Since students are commonly the main target group of such questionnaires, in this paper we present the results of the study aimed at determining which elements, from the students’ perspective, are recognized and associated with teaching, and which ones with teachers.


Student Evaluation, Teacher Evaluation, Teaching Effectiveness, Higher Education, Student-Teacher Evaluation

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Journal of Information and Organizational Sciences (Online)
ISSN 1846-9418 (online)
ISSN 1846-3312 (print)