Evaluating Students' Evaluations of Professors

Abstract

This paper contrasts measures of teacher effectiveness with the students' evaluations for the same teachers using administrative data from Bocconi University. The effectiveness measures are estimated by comparing the performance in follow-on coursework of students who are randomly assigned to teachers. We find that teacher quality matters substantially and that our measure of effectiveness is negatively correlated with the students' evaluations of professors. A simple theory rationalizes this result under the assumption that students evaluates professors based on their realized utility, an assumption that is supported by additional evidence that the evaluations respond to meteorological conditions.

Gender, Teaching Evaluations, and Professional Success in Political Science

“…Effectiveness in teaching large introductory courses could be measured by assessing how well students perform later in more advanced courses. One recent study examined such a setting, in which economics students at Bocconi University were randomly assigned in introductory economics courses (Braga, Paccagnella, and Pellizzari 2014 ). The authors found that, indeed, SETs are significantly correlated with success in more advanced courses-but in the wrong direction .…”

The impact of grade ceilings on student grades and course evaluations: Evidence from a policy change

“…Indeed, some research shows a positive link between teaching effectiveness and student evaluations (Beleche, Fairris, and Marks, 2012). However, this link is often weak and other research has shown that effectiveness as measured by performance in follow-on courses is insignificantly or negatively correlated with teaching evaluations (Weinberg, Hashimoto, and Fleisher, 2009;Carrel and West, 2010;and Braga, Paccagnella, and Pellizzari, 2014). Student composition and class setting may also explain the positive correlation if preexisting student or class characteristics are associated with both earning higher grades and giving better evaluations.…”

“…This is a valid instrument if core and graduate classes do not impact evaluations aside from the impact they have on grades. Other papers suggest that grades impact evaluations by testing implications of the various hypotheses (Greenwald and Gilmore, 1997) or showing that there is not a link between grades and learning (Braga, Paccagnella, and Pellizzari, 2014). 6 Regional campuses account for another 14,000 enrollments, but this analysis only covers the main campus.…”

Gender, ethnicity and teaching evaluations: Evidence from mixed teaching teams

“…2 Braga et al (2014) show that students' evaluations of teachers are negatively correlated with a more objective measure of teaching effectiveness and quality, which is student performance in subsequent coursework. Becker and Watts (1999) assess data from a survey among economics departments in the US and show that student evaluations of teaching explain less than 50 percent of the variation in student learning outcomes.…”