Does the student evaluation of teaching instrument really measure instructors teaching effectiveness? An econometric analysis of students perceptions in economics courses
While the student evaluation of teaching (SET) has been an intensely researched area in higher education there has been little research using the individual student responses on their perceptions of instructorsâ€™ effectiveness (TEVAL) score. This research delivers a methodological breakthrough as it fills this gap by employing individual student responses from an elite Australian university and partial proportional odds model to investigate the influence of studentsâ€™ perceptions of instructional attributes included in the SET instrument and other variables on TEVAL score. The findings indicate presentation and explanation of materials, and organization of classes were key determinants of TEVAL scores. Emphasis on thinking rather than memorising was less influential. Intermediate level courses and non-English speaking background instructors received lower TEVAL scores. Elective courses and instructors below associate professor attracted higher ratings. The SET instrument currently used fails to provide a valid measure teaching quality as it does little to measure the extent of studentsâ€™ actual learning. This paper underscores the need for inclusion of variables typifying diversity of the student population such as academic performance, discipline destination, ethno-linguistic background, age, sex, indicators of studentsâ€™ effort. It raises broader implications such as subscales, inclusion of items on course contents, intellectual challenge, real world applications, and problem-solving skills.
|Date of creation:||07 May 2014|
|Date of revision:|
|Contact details of provider:|| Postal: |
Phone: +61 7 3365 6570
Fax: +61 7 3365 7299
Web page: http://www.uq.edu.au/economics/
More information through EDIRC
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.:
- Philip S. Babcock & Mindy Marks, 2010.
"The Falling Time Cost of College: Evidence from Half a Century of Time Use Data,"
NBER Working Papers
15954, National Bureau of Economic Research, Inc.
- Philip Babcock & Mindy Marks, 2011. "The Falling Time Cost of College: Evidence from Half a Century of Time Use Data," The Review of Economics and Statistics, MIT Press, vol. 93(2), pages 468-478, May.
- Babcock, Phillip & Marks, Mindy, 2010. "The Falling Time Cost of College: Evidence from Half a Century of Time Use Data," University of California at Santa Barbara, Economics Working Paper Series qt7rc9d7vz, Department of Economics, UC Santa Barbara.
- L. F. Jameson Boex, 2000. "Attributes of Effective Economics Instructors: An Analysis of Student Evaluations," The Journal of Economic Education, Taylor & Francis Journals, vol. 31(3), pages 211-227, September.
- Mohammad Alauddin & Clem Tisdell, 2000. "Changing Academic Environment And Teaching Of Economics At The University Level: Some Critical Issues Analysed With The Help Of Microeconomics," Economic Papers, The Economic Society of Australia, vol. 19(1), pages 1-17, 03.
- Anthony Onwuegbuzie & Larry Daniel & Kathleen Collins, 2009. "A meta-validation model for assessing the score-validity of student teaching evaluations," Quality & Quantity: International Journal of Methodology, Springer, vol. 43(2), pages 197-209, March.
- Griliches, Zvi, 1974. "Errors in Variables and Other Unobservables," Econometrica, Econometric Society, vol. 42(6), pages 971-98, November.
- Mason, Paul M. & Steagall, Jeffrey W. & Fabritius, Michael M., 1995. "Student evaluations of faculty: A new procedure for using aggregate measures of performance," Economics of Education Review, Elsevier, vol. 14(4), pages 403-416, December.
- J. Scott Long & Jeremy Freese, 2006. "Regression Models for Categorical Dependent Variables using Stata, 2nd Edition," Stata Press books, StataCorp LP, edition 2, number long2, November.
- Scott E. Carrell & James E. West, 2010.
"Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors,"
Journal of Political Economy,
University of Chicago Press, vol. 118(3), pages 409-432, 06.
- Scott E. Carrell & James E. West, 2008. "Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors," NBER Working Papers 14081, National Bureau of Economic Research, Inc.
- Sproule, Robert, 2002. "The underdetermination of instructor performance by data from the student evaluation of teaching," Economics of Education Review, Elsevier, vol. 21(3), pages 287-294, June.
- Mason, Paul M. & Steagall, Jeffrey W. & Fabritius, Michael M., 2003. "The changing quality of business education," Economics of Education Review, Elsevier, vol. 22(6), pages 603-609, December.
- R. Todd Jewell & Michael A. McPherson & Margie A. Tieslau, 2013. "Whose fault is it? Assigning blame for grade inflation in higher education," Applied Economics, Taylor & Francis Journals, vol. 45(9), pages 1185-1200, March.
- David Colander, 2004.
"The Art of Teaching Economics,"
International Review of Economic Education,
Economics Network, University of Bristol, vol. 3(1), pages 63-76.
- William E. Becker, 2000. "Teaching Economics in the 21st Century," Journal of Economic Perspectives, American Economic Association, vol. 14(1), pages 109-119, Winter.
- Akerlof, George A, 1970. "The Market for 'Lemons': Quality Uncertainty and the Market Mechanism," The Quarterly Journal of Economics, MIT Press, vol. 84(3), pages 488-500, August.
When requesting a correction, please mention this item's handle: RePEc:qld:uq2004:516. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (SOE IT)
If references are entirely missing, you can add them using this form.