One of the parameters for faculty assessment is 'Results'. If students gets poor grade or fail grade, then teacher is held responsible. There are certain subjects like Mathematics, Mechanics, etc, where it is essential that the student puts effort and work out problems on his / her own.
In my institution, teachers are also graded anonymously by students, so this issue is evaluated together with low statistics on students grades.
From my point of view, putting too much weight and pressure on the teacher regarding the students grades frequently leads to decrease of criteria needed to pass the certain subject. On the other side, students must have a way to provide a pressure on the bad teacher, so the optimal procedure is not easy to set up. Perhaps the statistical comparison of grades between different subjects is better. if some teacher has distinctly different statistics than the rest, the issue should be supervised more closely. Especially if the subjects that require similar approach is study - to compare Mathematics and Mechanics for example - i would expect similar statistics on both subjects. Otherwise, there is some problem.
Hello Girish, I came from a Physics B.S. and in my entire undergraduate course I've seen a lot of students complaining about grades and pointing out questions like yours (it's a good question btw). I guess the teacher is important as a man who is leading a group of people through the understanding of certain subject but the student has to do his job and achieve the objective while the teacher is showing them the (shortest) way (that's important, just showing the way, in general the students don't know that). The problem appears when the teacher doesn't know where to guide his students (or at least is confused how to do that), putting to his students a a bunch of roads without showing the right one or the right direction. When this occurs, the students can pick up one of theses roads that might be not the road that the teacher is traveling in and in the end of this trip, the grades will be just a signal that the teacher and the students were traveling to different roads and achieved different purposes. I think this is the only time (just in this situation) the teacher is responsible for a bad grade, once he must realize when the end of the trip (understanding) and which road to pick (how to study) is not clear in his students' mind (other interesting fact is that generally teachers tell their students what to study but they don't tell them >how to study
Dear Girish,
in my opinion the teacher is responsible for the results but it should be assume with different value for different students. for example if a week student has problem it is different with problem of a good student. I think it is better to assume different weight for different student according to their average.
This is not an easy question. An aspect which should be considered is how strong students are in subjects which are basic prerequisites for the understanding of another subject. How can someone decently understand Mechanics if he/she does not have necessary bases in Mathematics? And so on.
The answer to this question will differ from college to college in any university. Student reaction can be relied on if the college has a proven good track record with respect to the results of the examination and there is high degree of competition.
In colleges where below average levels of students are midway between 1-sigma-2-sigma levels, then I personally think one should not rely on the student reaction and response, Added to this is the complexity of the subject being taught, repeatability of the pattern of examination questions being set-up and the hidden test paper evaluation system.Some subjects have little theory with more easy and routine problems while some are only problematic and need a good understanding. But mathematics is one subject which is unique and marks are given only for correct answers. Large failures are seen here, though the teacher does his best. But there is basic problem of linking it to engineering applications where most teachers fail.
The real situation is both students and teachers are to be blamed for poor performance. From the management and peoples' point of view the teachers are responsible.No-one comes to the teachers rescue because there are really none. If the teachers are paid properly which is not the case everywhere, the right caliber of teachers will be recruited. When teachers are well paid the management has a choice of demanding excellence, and in such a college students eager to learn will enroll themselves. The efficiency of any employed person is questionable and applies to all trades, not alone to teaching. It is not really difficult to evaluate a good teacher, and any diagnostic test done randomly while teaching or surprise interviews will reveal the problem and is really a part of governance.
I would avoid using such raw meters as "grade average" for evaluation as it would lead to loose grading policy that will decrease the value of a given diploma (that is the level of the least prepared candidate that can get it).
I guess at university level, statistics might be applied to find correlations and the main factors influencing student results as basis for further analysis.
A badly written curricula or uneven evaluations might stand out with proper statistics in place. But I doubt such methods are applied often in higher education environments.
Teachers are fully responsible for poo grades of students. A good teacher motivates a student to perform well.He clears his doubts and helps the slow learners also.
For knowledge to improve the teacher is solely responsible.For passing the student is responsible.
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