Do Online Ratings of Instruction Make $ense?

Bothell, Timothy W.; Henderson, Tom

doi:10.1002/tl.124

Cited by 13 publications

(5 citation statements)

References 3 publications

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“…Concurrent validity of electronic versus paper-and-pencil SET procedures. The primary reasons given for shifting to electronic SET include the following: (a) greater accessibility to students, (b) quick and accurate feedback, (c) no disruption of class time, (d) more accurate analysis of the data, (e) better written comments, (f) guaranteed student anonymity (e.g., decreased risk of recognition due to handwriting), (g) decreased vulnerability to faculty influence, (h) lower costs, and (i) reduced time demands for administrators (Anderson, Cain, & Bird, 2005;Ballantyne, 2003;Bothell & Henderson, 2003;Bullock, 2003;Tucker, Jones, Straker, & Cole, 2003). Some parties nevertheless fear that SET results obtained in this way are easier to trace and can be consulted by almost everyone (Gamliel & Davidovitz, 2005).…”

Section: Criterion-related Validitymentioning

confidence: 99%

On the Validity of Student Evaluation of Teaching

Spooren

Brockx

Mortelmans

2013

Review of Educational Research

511

450

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This article provides an extensive overview of the recent literature on student evaluation of teaching (SET) in higher education. The review is based on the SET meta-validation model, drawing upon research reports published in peer-reviewed journals since 2000. Through the lens of validity, we consider both the more traditional research themes in the field of SET (i.e., the dimensionality debate, the 'bias' question, and questionnaire design) and some recent trends in SET research, such as online SET and bias investigations into additional teacher personal characteristics. The review provides a clear idea of the state of the art with regard to research on SET, thus allowing researchers to formulate suggestions for future research. It is argued that SET remains a current yet delicate topic in higher education, as well as in education research. Many stakeholders are not convinced of the usefulness and validity of SET for both formative and summative purposes. Research on SET has thus far failed to provide clear answers to several critical questions concerning the validity of SET.

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Section: Criterion-related Validitymentioning

confidence: 99%

On the Validity of Student Evaluation of Teaching

Spooren

Brockx

Mortelmans

2013

Review of Educational Research

511

450

View full text Add to dashboard Cite

show abstract

“…This has provided the territory for SET to grow exponentially, and gradually transcend institutional borders to the World Wide Web through student rating instrumentarium sites such as RateMyProfessors.com, ProfessorPerformance.com, and Reviewum.com (Otto, Sanford, & Ross, 2008). The primary reasons given for shifting to electronic SET relate to benefits to students, instructors and institutions, and include (a) greater accessibility to students, (b) student anonymity (e.g., decreased risk of recognition due to handwriting), (c) better/more written comments by students, (d) decreased vulnerability to instructor influence, (e) little disruption of class time, (f) more accurate analysis of the data, (g) efficient (accurate & quick) feedback, (h) lower costs, and (i) reduced time demands for administrators (Bothell & Henderson, 2003).…”

Section: Literature Reviewmentioning

confidence: 99%

Response Rate and Teaching Effectiveness in Institutional Student Evaluation of Teaching: A Multiple Linear Regression Study

Al-Maamari¹

2015

HES

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It is important to consider the question of whether teacher-, course-, and student-related factors affect student ratings of instructors in Student Evaluation of Teaching (SET) in English Language Teaching (ELT). This paper reports on a statistical analysis of SET in two large EFL programmes at a university setting in the Sultanate of Oman. I carried out a multiple regression analysis to address the research questions of whether instructor sex, class size, course type and percent participation would affect teaching effectiveness scores, and whether or not response rate can be predicted by instructor sex, class size and course type. The study utilizes a dataset of over 2000 student ratings obtained from an SET survey covering the period from Fall 2011 through to Spring 2014in these two programmes. Results indicated that the modeled predictors showed extremely low bias towards both teaching quality scores and response rate. Although the effect sizes of these results are extremely small, they are still significant due to the large sample size (comprising over 2000). The findings also suggest that contrary to common parlance in some quarters claiming students' unreliable ratings, this analysis has shown that students can judge teaching effectiveness and do not allow other teacher-, course-and student-related factors to bias their responses. The study's significance stems from the fact that it adds to instructional evaluation in ELT, a field characterized by a clear lack of research on SET.

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“…Volume 2 -Issue 1 - Winter 2014 There are obviously many advantages in implementing online ratings: significant cost savings (Bothell & Henderson, 2003), improved turnaround time (Sorenson & Reiner, 2003), and greater convenience for students to respond without using valuable class time (Hmieleski & Champagne, 2000;Sorenson & Johnson, 2004). In order to measure teaching effectiveness, various indicators have been tested and studied.…”

Section: The Iafor Journal Of Educationmentioning

confidence: 99%

Untitled

2014

IAFOR J Educ

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professor of business and media psychology at the university of applied sciences for media, communication and management in Berlin, Germany. His focal point of interest is the creation of sustainable value. His research and consulting work currently focuses on innovation strategy and organizational learning, corporate venturing and business modeling and human-centered design. As an adjunct researcher at Waseda University Tokyo he is also creating concepts and prototypes for learner-centered design. For Deutsche Telekom set up a project field for User Driven Innovation as research and innovation director. Before, he used to work at consulting companies,

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Do Online Ratings of Instruction Make $ense?

Abstract: In this chapter, the authors compare the costs of online student ratings of instruction with those of paper‐based systems.

Cited by 13 publications

References 3 publications

On the Validity of Student Evaluation of Teaching

On the Validity of Student Evaluation of Teaching

Response Rate and Teaching Effectiveness in Institutional Student Evaluation of Teaching: A Multiple Linear Regression Study

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