Evaluating students’ evaluations of professors
AbstractThis paper contrasts measures of teacher effectiveness with the students’ evaluations for the same teachers using administrative data from Bocconi University (Italy). The effectiveness measures are estimated by comparing the subsequent performance in follow-on coursework of students who are randomly assigned to teachers in each of their compulsory courses. We find that, even in a setting where the syllabuses are fixed, teachers still matter substantially. The average difference in subsequent performance between students who were assigned to the best and worst teachers (on the effectiveness scale) is approximately 43% of a standard deviation in the distribution of exam grades, corresponding to about 5.6% of the average grade. Additionally, we find that our measure of teacher effectiveness is negatively correlated with the students’ evaluations of professors: in other words, teachers who are associated with better subsequent performance receive worst evaluations from their students. We rationalize these results with a simple model where teachers can either engage in real teaching or in teaching-to-the-test, the former requiring higher students’ effort than the latter. Teaching-to-the-test guarantees high grades in the current course but does not improve future outcomes. Hence, if students are myopic and evaluate better teachers from which they derive higher utility in a static framework, the model is capable of predicting our empirical finding that good teachers receive bad evaluations, especially when teaching-to-the-test is very effective. Consistently with the predictions of the model, we also find that classes in which high skill students are over-represented produce evaluations that are less at odds with estimated teacher effectiveness.
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Bibliographic InfoPaper provided by IGIER (Innocenzo Gasparini Institute for Economic Research), Bocconi University in its series Working Papers with number 384.
Date of creation: 2011
Date of revision:
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Web page: http://www.igier.unibocconi.it/
Other versions of this item:
- Braga, Michela & Paccagnella, Marco & Pellizzari, Michele, 2011. "Evaluating Students' Evaluations of Professors," IZA Discussion Papers 5620, Institute for the Study of Labor (IZA).
- Michela Braga & Marco Paccagnella & Michele Pellizzari, 2011. "Evaluating students' evaluations of professors," Temi di discussione (Economic working papers) 825, Bank of Italy, Economic Research and International Relations Area.
- I20 - Health, Education, and Welfare - - Education - - - General
This paper has been announced in the following NEP Reports:
- NEP-ALL-2011-04-09 (All new papers)
- NEP-EDU-2011-04-09 (Education)
- NEP-LAB-2011-04-09 (Labour Economics)
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Scott E. Carrell & James E. West, 2010.
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- Barrington-Leigh, Christopher P, 2008. "Weather as a transient influence on survey-reported satisfaction with life," MPRA Paper 25736, University Library of Munich, Germany.
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Blog mentionsAs found by EconAcademics.org, the blog aggregator for Economics research:
- Students hate good teachers
by Economic Logician in Economic Logic on 2011-05-12 14:22:00
- Bra men impopulÃ¤ra fÃ¶relÃ¤sare
by Niclas Berggren in Nonicoclolasos on 2011-05-28 03:05:49
- 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.
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