Evaluating Methods for Evaluating Instruction: The Case of Higher Education
AbstractThis paper develops an original measure of learning in higher education, based on grades in subsequent courses. Using this measure of learning, this paper shows that student evaluations are positively related to current grades but unrelated to learning once current grades are controlled. It offers evidence that the weak relationship between learning and student evaluations arises, in part, because students are unaware of how much they have learned in a course. The paper concludes with a discussion of easily-implemented, optimal methods for evaluating teaching.
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Bibliographic InfoPaper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 12844.
Date of creation: Jan 2007
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Find related papers by JEL classification:
- A2 - General Economics and Teaching - - Economic Education and Teaching of Economics
- I2 - Health, Education, and Welfare - - Education
- J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity
This paper has been announced in the following NEP Reports:
- NEP-ALL-2007-01-28 (All new papers)
- NEP-EDU-2007-01-28 (Education)
- NEP-HRM-2007-01-28 (Human Capital & Human Resource Management)
- NEP-SOG-2007-01-28 (Sociology of Economics)
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NBER Working Papers
12596, National Bureau of Economic Research, Inc.
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