The Effect of Student Assessment of Faculty on Improving Instructional Quality in Romanian Higher Education

Oana Dumitru^*
*Correspondence: Oana Dumitru, Department of Training for Teaching Career and Socio-Humanities Sciences, National University of Science and Technology Politehnica Bucharest, Splaiul Independenceei no. 313, 060042 Bucharest, Romania, Romania, Email:

Introduction

Student assessment of faculty is an increasingly important aspect of modern higher education systems worldwide, including in Romania. With a growing emphasis on quality assurance and continuous improvement, universities and academic institutions are using feedback from students to evaluate and enhance the effectiveness of teaching and learning. The practice of gathering and utilizing student evaluations of faculty has become a key component of institutional strategies for improving instructional quality and fostering academic excellence. This article explores the impact of student assessment on the quality of instruction in Romanian higher education, focusing on its benefits, challenges, and implications for educational practices. Romania's higher education system has undergone significant changes since the 1990s, particularly with the country’s accession to the European Union in 2007. As part of the European Higher Education Area, Romanian universities have embraced the principles of quality assurance and student-centered learning. These reforms aim to align Romanian higher education with international standards, improve academic standards, and ensure that graduates are equipped with the skills necessary to succeed in a globalized job market. In this context, student assessment of faculty has gained importance as an instrument for measuring instructional effectiveness and enhancing the student learning experience [1-3].

Description

One of the primary benefits of student assessments is their ability to contribute to the improvement of teaching quality. By receiving feedback on their strengths and weaknesses, faculty members are able to reflect on their teaching practices and make necessary adjustments. For example, if students report difficulties in understanding certain topics, faculty may modify their teaching methods, incorporate additional learning resources, or provide more opportunities for student engagement. Moreover, student assessments encourage faculty to be more reflective and adaptable in their teaching styles. As universities increasingly adopt student-centered approaches to education, instructors are expected to respond to diverse learning needs, incorporating different teaching methods such as active learning, collaborative projects, and technology-enhanced instruction. Student evaluations provide important data for institutional decision-making, particularly in relation to faculty development programs. The feedback gathered can help identify teaching areas where faculty may require additional training or support. For instance, if a large number of students express concerns about the use of technology in the classroom, universities can offer professional development opportunities focused on integrating educational technologies into teaching. Furthermore, student assessments can inform tenure and promotion decisions, ensuring that faculty members who demonstrate teaching excellence are recognized and rewarded. When assessment results are tied to performance reviews and career progression, faculty are more likely to be motivated to improve their teaching and engage in continuous professional development [4,5].

Conclusion

In summary, student assessment of faculty plays a crucial role in improving instructional quality in Romanian higher education. When used effectively, student feedback provides valuable insights that can help faculty improve their teaching practices, support faculty development, and enhance the overall learning experience. While challenges such as bias and low response rates exist, these can be mitigated through thoughtful design and implementation of assessment processes. Ultimately, the integration of student assessments into quality assurance mechanisms contributes to a more dynamic, responsive, and student-centered higher education system in Romania. For student assessments to effectively contribute to improving instructional quality, they must be embedded within a culture of continuous improvement. Romanian universities are increasingly adopting comprehensive quality assurance systems that include student feedback as a central component.

Acknowledgement

None.

Conflict of Interest

None.

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