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1.
One of the most contentious potential sources of bias is whether instructors who give higher grades receive higher ratings from students. We examined the grade point averages (GPAs) and student ratings across 2073 general education religion courses at a large private university. A moderate correlation was found between GPAs and student evaluations of teaching (SETs); however, this global correlation did not hold true for individual teachers and courses. In fact, there was a large variance in the correlations between GPAs and SETs, including some teachers with a negative correlation and a large variance between courses.  相似文献   

2.
The quality of degree programs offered off-campus, particularly on military bases, has become an issue affecting many institutions of higher education. This study asked the question: Do students in off-campus programs perform as well as students in on-campus programs? As a basis for comparison, only courses taught on- and off-campus by the same instructor were chosen. Six courses, taught 37 times, by ten instructors, met these criteria. The subjects included the 649 undergraduate students from Southern Illinois University-Carbondale who received letter grades in these courses between 1975 and 1977. As a measure of performance, the grades of on- and off-campus students were compared by means of at-test. The mean grade of off-campus students (3.34) was not significantly different (at the .01 level) from that of on-campus students (3.29). As a control, faculty were interviewed to determine the equivalence in content and rigor of courses they taught in both settings. Faculty generally responded that their on- and off-campus courses were equivalent in content and rigor, supporting the use of grades as a measure of student performance. These results indicate that not only do faculty maintain their standards while teaching off-campus, but that the academic performance of off-campus students equals that of on-campus students.  相似文献   

3.
The use of student evaluations of teaching (SETs) to assess teaching effectiveness remains controversial. Without clear guidelines regarding how to best document effective teaching, faculty members may wonder how to convincingly demonstrate teaching effectiveness in preparation for promotion and tenure review. Based on a study that examined the relations among student grades, learning, and SETs, we identify a relatively unencumbered approach to documenting teaching effectiveness more comprehensively than through the use of SETs alone. Students enrolled in eight sections of general psychology (N = 165) completed pre‐ and post‐ measures of learning, SETs, and a brief demographic questionnaire. Results of a regression analysis provided partial support for the notion that SETs and learning measures assess distinct aspects of teaching effectiveness. In preparing documentation for promotion and tenure review, faculty members should consider including measures of student learning along with SETs in order to document teaching effectiveness more convincingly and comprehensively.  相似文献   

4.
Student evaluations of teaching (SETs) are widely used to measure teaching quality in higher education and compare it across different courses, teachers, departments and institutions. Indeed, SETs are of increasing importance for teacher promotion decisions, student course selection, as well as for auditing practices demonstrating institutional performance. However, survey response is typically low, rendering these uses unwarranted if students who respond to the evaluation are not randomly selected along observed and unobserved dimensions. This paper is the first to fully quantify this problem by analyzing the direction and size of selection bias resulting from both observed and unobserved characteristics for over 3000 courses taught in a large European university. We find that course evaluations are upward biased, and that correcting for selection bias has non-negligible effects on the average evaluation score and on the evaluation-based ranking of courses. Moreover, this bias mostly derives from selection on unobserved characteristics, implying that correcting evaluation scores for observed factors such as student grades does not solve the problem. However, we find that adjusting for selection only has small impacts on the measured effects of observables on SETs, validating a large related literature which considers the observable determinants of evaluation scores without correcting for selection bias.  相似文献   

5.

Although part-time (p/t) faculties constitute a growing proportion of college instructors, there is little work on their level of teaching effectiveness relative to full-time (f/t) faculty. Previous work on a key indicator of perceived teaching effectiveness, student evaluation of teaching (SET), and faculty status (p/t/ vs f/t) is marked by a series of shortcomings including lack of a systematic theoretical framework and lack of multivariate statistical analysis techniques to check for possible spuriousness. The present study corrects for these shortcomings. Data consist of SETs from 175 sections of criminal justice classes taught at a Midwestern urban university. Controls are introduced for variables drawn from the literature and include ascribed characteristics of the professor, grade distribution, and structural features of the course (e.g., level, size). The results of a multivariate regression analysis indicate that even after controlling for the other predictors of SETs, p/t faculty receive significantly higher student evaluation scores than f/t faculty. Further, faculty status was the most important predictor of SETs. The results present the first systematic evidence on faculty status and SETs.  相似文献   

6.
Although the research literature investigating the relationship between grade awarded to students and students’ evaluations of teaching performance is voluminous, very few studies have examined the grade‐rating relationship according to level of student. The present study examined correlations between mean instructor rating and mean class grade for all course evaluations (N = 625 classes) at Utah State University during an academic quarter. In lower‐division (courses 100–299) and upper‐division (courses 300–599) undergraduate classes, correlations between grades and ratings of faculty were of an expected direction and magnitude (0.29 and 0.28, respectively); however, the grade‐rating correlation for graduate classes (courses 600 +) was — 0.20. It is speculated that graduate students are both better students and more critical evaluators of instruction, but replication and extension with different samples are needed before this tentative explanation can be accepted with confidence.  相似文献   

7.
Student evaluations of teaching (SETs) are an important point of assessment for faculty in curriculum development, tenure and promotion decisions, and merit raises. Faculty members utilise SETs to gain feedback on their classes and, hopefully, improve them. The question of the validity of student responses on SETs is a continuing debate in higher education. The current study uses data from two universities (n = 596) to determine whether and under what conditions students are honest on in-class and online SETs, while also assessing their knowledge and attitudes about SETs. Findings reveal that, while students report a high level of honesty on SETs, they are more likely to be honest when they believe that evaluations effectively measure the quality of the course, the results improve teaching and benefit students rather than the administration, and when they are given at the end of the term. Honesty on evaluations is not associated with socio-demographic characteristics.  相似文献   

8.
In the last 10–15 years, many institutions of higher education have switched from paper-and-pencil methods to online methods of administering student evaluations of teaching (SETs). One consequence has been a significant reduction in the response rates to such instruments. The current study was conducted to identify whether offering in-class time to students to complete online SETs would increase response rates. A quasi-experiment (nonequivalent group design) was conducted in which one group of tenured faculty instructed students to bring electronic devices with internet capabilities on a specified day and offered in-class time to students to complete online SETs. A communication protocol for faculty members’ use was developed and implemented. A comparison group of tenured faculty who did not offer in-class time for SET completion was identified and the difference-in-differences method was used to compare the previous year’s response rates for the same instructor teaching the same course across the two groups. Response rates were substantially higher when faculty provided in-class time to students to complete SETs. These results indicate that high response rates can be obtained for online SETs submitted by students in face-to-face classes if faculty communicate the importance of SETs in both their words and actions.  相似文献   

9.
Though there have been many studies conducted that emphasise faculty reflection as a crucial feature of professional practice, there appears to have been little empirical evidence to support the proposition that reflective practice improves the quality of teaching. Previous research demonstrated that reflective practice could be encouraged by weekly formative student evaluations of teaching (SETs). This study investigated the impact of reported reflective practice using formative SETs on changes to summative SETs, typically conducted at the end of a teaching period. Data was collected in a rural UK‐based university‐college in 11 modules (n = six faculty members, n = 413 students) in Business, Countryside and Environment, Foundation Degree and Veterinary Nursing programmes over the period of 2 years of data collection. Findings show that on average, SET scores increased for all reflective practitioners year on year and increased more for those faculty members who demonstrated higher levels of reflection.  相似文献   

10.
Course evaluations (often termed student evaluations of teaching or SETs) are pervasive in higher education. As SETs increasingly shift from pencil-and-paper to online, concerns grow over the lower response rates that typically accompany online SETs. This study of online SET response rates examined data from 678 faculty respondents and student response rates from an entire semester. The analysis focused on those tactics that faculty employ to raise response rates for their courses, and explored instructor and course characteristics as contributing factors. A comprehensive regression model was evaluated to determine the most effective tactics and characteristics. Using incentives had the most impact on response rates. Other effective tactics that increase response rates include reminding students to take the evaluation, explaining how the evaluations would be used to improve instruction, sending personal emails and posting reminders on Blackboard®. Incentives are not widely used; however, findings suggest that non-point incentives work as well as point-based ones, as do simple-to-administer minimum class-wide response rate expectations (compared to individual completion).  相似文献   

11.
Recently published evidence of limited learning among American college students confirms the damage done when students, faculty and institutions pursue interests that conflict with the educational process. The ‘disengagement compact’ in which faculty tacitly trade lenient workloads and grading for higher student evaluation of teaching (SET) scores and fewer complaints from students does damage wherever it operates. The work of Johnson confirms the link between SET and grade inflation. We propose a modification of an earlier grade index, the Real Grade Point Average (GPA), and propose as well an index for SET scores, the Real SET, to make inflated grades and inflated SET scores more visible. Used by institutions, parts of institutions or individual faculty, Real GPA and Real SET would encourage and protect faculty and students who offer or seek out educational experiences that have not been deflected by greed, sloth or cowardice.  相似文献   

12.
The current study explores the feelings and thoughts that faculty have about their student evaluations of teaching (SET). To assess the perceptions of SETs, all teaching faculty in one college at a western Land Grant University were asked to complete an anonymous online survey. The survey included demographic questions (i.e. gender; rank such as assistant, associate, and full professor; and positions like non-tenure track, tenure track, and tenured) as well as questions related to faculty's feelings while reading their SETs. While minimal differences were found in responses based on rank or position, several differences were found based on faculty gender. Overall, female faculty appear to be more negatively impacted by student evaluations than male faculty. These gender differences support previous research that suggests males and females receive and react differently to personal evaluation. Resultant suggestions include modifying surveys from anonymous to confidential and offering professional development training for faculty.  相似文献   

13.
This paper describes an analysis of faculty grading patterns at a large public university. It introduces a methodology to both normalize and stabilize grade data by courses. Using this method, we report on grading patterns for over 1,000 teachers, giving more than 40,000 grades in approximately 2,000 courses. The findings indicate that the academic field of the course is strongly related to the types of grades assigned. Courses emphasizing quantitative and factual learning tend to have assigned lower grades. The higher grades are found in career-oriented courses, such as teacher training. This was shown in separate analyses for undergraduate and graduate courses. For undergraduate courses, lower grades were found in freshman and sophomore courses as compared with junior and senior courses. The academic credentials and personal characteristics of the teachers were only moderately related to grades. Temporary teachers had higher grades in their courses, but such personal characteristics as sex, marital, and minority status were not systematically related to grades given. There was a tendency in undergraduate courses that as class size increased, the proportion of higher grades decreased.  相似文献   

14.
Several studies have reported that student evaluation of teaching (SET) presents important problems. First, depending on the area, there are significant differences in the evaluations. Second, numerous noninstructional biases exist, such as when those teachers who award better grades obtain better SETs. Correcting the rankings by considering these biases (e.g., adjusting SETs according to the class grade) has been proposed. In this paper, we analyse a third problem: it is impossible to correct the biases because they are specific to each area, level, and even class. On a sample of 15,439 SETs, we compared the biases present in two very close areas (accounting and finance) and at two levels (undergraduate and postgraduate). Then, we used a procedure based on the analysis of residuals in OLS models to eliminate area- and level-specific biases. However, there are still latent biases apparently linked to each specific group of students.  相似文献   

15.
This study investigated the relationship between research productivity and teaching effectiveness to shed light on the long-debated question of whether performance in one area enhances performance in the other. The academic field and the stage of a faculty member's career were both considered in the analyses. Two samples — one of 2,973 and the other of 1,623 faculty members from a variety of institutions — were studied. In considering results of both analyses, teachers of social science courses were the only group for which there were consistent though modest relationships between the number of published articles and student ratings of instructor effectiveness. Thus spillover effects, or a general ability factor, or other reasons for a possible link between research and teaching performance are not totally supported. The relationship between performance in the two areas is either nonexistent or, where it appears, too modest to conclude that one necessarily enhances the other.  相似文献   

16.
Providing quality feedback that is both positive and effective while maintaining the required student grade confidentiality is a conundrum for faculty. This issue is particularly complex for faculty teaching studio courses (e.g. fashion design) with performance or creativity components where feedback has traditionally been given publicly as desktop reviews in the open studio. The difficulty of giving feedback in the studio‐style classroom is compounded when teaching millennial college students who tend to reject any criticism, public or otherwise, of their work. Previous research on assessment, rubrics and feedback as well as personal experience with studio classes provide background to this evidenced‐based study comparing three feedback and delivery methods: abbreviated rubric, extensive rubric and one‐to‐one meetings (e.g. dialogical assessment) guided by a project list. Grade consistency and ranking of grades were evaluated. Studio projects from a fashion design course were graded across two semesters using the multiple methods. Comparisons were made based on: (a) student reaction, (b) quality of rework and (c) time to grade. The outcomes showed that the one‐to‐one meetings as a feedback and delivery method of assessment had several benefits over two other methods, including added student engagement and improvement of rework.  相似文献   

17.
This retrospective study evaluates early semester predictors of whether or not community college students will successfully complete blended or hybrid courses. These predictors are available to faculty by the fourth week of the semester. Success is defined as receiving a grade of C- or higher. Failure is defined as a grade below a C- or a withdrawal. Method: Seven variables available to faculty are considered: gender, degree sought, students’ academic level, attendance for the first 4 weeks of face-to-face classes, scores on orientation extra credit assignments, grades on the first quiz, and grades on an early semester reflective essay. Logistic regression is used to evaluate the power of seven variables to predict successful course completion in 15 sections of two business courses: Introduction to Marketing and Marketing Research. Three hundred forty-three students were included in this study. Results show that completion of optional extra credit assignments offered during the first 2 weeks of the semester and performance on the first quiz are significant predictors of successful course completion. These results suggest that students’ self-regulation skill or learning presence in the community of inquiry model is a strong predictor of student success. A faculty-based model like the one presented here can help faculty to enhance their students’ chances of success by highlighting factors that predict successful course completion early in the semester.  相似文献   

18.
Research on the relationship between research productivity and student evaluations of teaching (SETs) has been marked by several shortcomings. First, research typically fails to check and adjust for nonlinear distributions in research productivity. Since approximately 15% of researchers account for most articles and citations (e.g., Zuckerman, H., Handbook of Sociology, Sage Publications, Newbury Park, CA, pp. 511–574, 1988), this failure might explain weak or nonsignificant findings in some of the past research. Second, the unit of analysis is typically the instructor, not the class. Since top researchers might disproportionately teach small classes at the graduate level, and that SETs are usually higher in such classes, the small relationships between research excellence and SETS found in previous research may be spurious. The present study corrects for each of these issues. It analyzes data from 167 classes in the social sciences and on 65 faculty. The quality of research productivity (raw citations/post-PhD year) is not related to SETs. However, when the distribution of citations is corrected for skewness, a significant positive relationship between research productivity and SETs emerges. This relationship survives controls for course and instructor characteristics, and holds for both the faculty member and the class as units of analysis. This is the first systematic investigation to demonstrate a significant relationship between the quality of research (citations) and SETs.  相似文献   

19.
This exploratory study considered Larrivee’s assessment of teachers’ reflective practice levels by using a formative, weekly, online student evaluation of teaching (SET) tool through a virtual learning environment (VLE) as a means to encourage reflective practice. In‐depth interviews were conducted with six faculty members in three departments at a university college in the UK. The study found that: (a) faculty who experienced surface‐level reflection were more likely to have a reactive reflection style; and (b) faculty who experienced higher levels of reflection were more likely to have a proactive reflection style. Overall, the tool was found to be an efficient means of encouraging reflection by all participants and demonstrated that reflective practice could come about as a result of these weekly formative SETs. The study concludes with suggestions for academic development and future research on reflection that could be conducted using SETs via a VLE.  相似文献   

20.
《College Teaching》2013,61(2):44-50
Abstract

The article examines students' perceptions of student evaluations of teaching and compares them to faculty perceptions on several dimensions. Findings indicate students were much less likely to agree that SET encourage faculty to grade more leniently, that they have an influence on a faculty member's career, or that they lead to changes in courses and/or teaching styles. Faculty members believed that students rate easy, entertaining instructors more highly. Includes suggestions for change and future research directions.  相似文献   

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