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Granting teachers the 'benefit of the doubt' in performance evaluations

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  • Rogge, Nicky

    ()
    (Hogeschool-Universiteit Brussel (HUB), Belgium)

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    Abstract

    Students' evaluations of teacher performance (SETs) are increasingly used by universities. However, in their current format SET-scores are controversial mainly due to two issues: (1) questionnaire items are relegated to the status of being of equal importance, and (2) the feedback to the teachers is rather vague and limited. This paper proposes a tailored version of Data Envelopment Analysis to construct SET-scores. One part of this methods appeal stems from overcoming the two aforementioned criticisms. In particular, DEA accounts for different values and interpretations that teachers attach to 'good teaching' and teacher performances are put into a relative perspective to be optimally evaluated. Second, if available, expert opinion on the relative importance of teaching aspects can be easily incorporated into the evaluation. The identification of teachers' relative strengths and weaknesses is a third advantage. The method is illustrated using data collected at the Hogeschool Universiteit Brussel.

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    File URL: https://lirias.hubrussel.be/bitstream/123456789/2491/1/09HRP17.pdf
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    Bibliographic Info

    Paper provided by Hogeschool-Universiteit Brussel, Faculteit Economie en Management in its series Working Papers with number 2009/17.

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    Length: 38 page
    Date of creation: Jul 2009
    Date of revision:
    Handle: RePEc:hub:wpecon:200917

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    Web page: http://research.hubrussel.be
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    Related research

    Keywords: student evaluations of teaching; Data Envelopment Analysis; higher education; Benefit of the doubt; weight restrictions;

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    Cited by:
    1. De Witte, Kristof & Rogge, Nicky, 2009. "Accounting for exogenous influences in a benevolent performance evaluation of teachers," Working Papers 2009/15, Hogeschool-Universiteit Brussel, Faculteit Economie en Management.

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