Determinants of How Students Evaluate Teachers
AbstractAbstract : Convincingly establishing the determinants of student evaluation of teaching (SET) scores has been elusive, largely because of inadequate statistical methods and a paucity of data. The author uses a much larger time span than in any previous research—607 economics classes over 17 semesters. This permits a proper treatment of unobserved heterogeneity. Results indicate that instructors can buy higher SET scores by awarding higher grades. In principles classes, the level of experience of the instructor and the class size are found to be significant determinants of SET scores. In upper-division classes, the type of student and the response rate matter. In both types of classes, factors specific to courses, instructors, and time periods are important; adjustments of scores to remove these influences may be warranted.
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Bibliographic InfoArticle provided by Taylor & Francis Journals in its journal The Journal of Economic Education.
Volume (Year): 37 (2006)
Issue (Month): 1 (January)
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Web page: http://www.tandfonline.com/VECE20
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- Lütkenhöner, Laura, 2013. "Können sich Hochschuldozenten bessere studentische Lehrevaluationen "erkaufen"?," Discussion Papers of the Institute for Organisational Economics 7/2013, University of Münster, Institute for Organisational Economics.
- Aurora García-Gallego & Nikolaos Georgantzís & Joan Martín-Montaner & Teodosio Pérez-Amaral, 2012. "(How) Do research and administrative duties affect university professors’ teaching?," Documentos del Instituto Complutense de AnÃ¡lisis EconÃ³mico 2012-22, Universidad Complutense de Madrid, Facultad de Ciencias Económicas y Empresariales.
- Beleche, Trinidad & Fairris, David & Marks, Mindy, 2012. "Do course evaluations truly reflect student learning? Evidence from an objectively graded post-test," Economics of Education Review, Elsevier, vol. 31(5), pages 709-719.
- Mary R Hedges & Don Webber, 2012. "Using student evaluations to improve individual and department teaching qualities," Working Papers 20121205, Department of Accounting, Economics and Finance, Bristol Business School, University of the West of England, Bristol.
- Ewing, Andrew M., 2012. "Estimating the impact of relative expected grade on student evaluations of teachers," Economics of Education Review, Elsevier, vol. 31(1), pages 141-154.
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