Gender biases in student evaluations of teaching

Boring, Anne

doi:10.1016/j.jpubeco.2016.11.006

Cited by 377 publications

(349 citation statements)

References 28 publications

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“…It was also observed that the most positive classifications ("good" and "very good") were attributed mostly by female students; In turn, the "very bad" and "bad" classifications were attributed mostly by male students, contrary to what literature predicted (Boring, 2015).…”

Section: Resultscontrasting

confidence: 68%

“…Este resultado contraria mais uma vez os resultados de Boring (2015) segundo o qual as classificações superiores estariam associadas aos alunos do sexo masculino, enquanto as classificações inferiores estariam associadas aos alunos do sexo feminino.…”

Section: Resultsunclassified

“…A recent study showed that students attributed higher scores to teachers who were apparently male (MacNell, Driscoll and Hunt, 2014) against the idea that the influence of gender (teacher and student) on teacher assessment was a myth (Aleamoni, 1999). Other studies have suggested that the relationship between the teacher's gender and the assessment may also depend on the student's gender, as well as whether or not the teacher's behavior matches students' gender stereotypes (see, for example, Pounder, 2007 andBoring, 2015). Some authors, however, draw attention to the different study designs and methodological options that may be at the origin of such diverse conclusions.…”

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confidence: 99%

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The evaluation of the Higher Education lecturer competences in East Timor: a student inquiry

Belo

2017

RSS

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Several studies have demonstrated the impact of quality teacher performance on teaching and students' learning (Minelli, Rebora and Turri, 2015, Brewer, Knoeppel andLindle, 2015). In addition to accountability (Blackmore, 2009), the evaluation of teachers' performance allows to evaluate the quality of teaching. Students are often asked to evaluate the performance of their teachers (Carrell and West, 2010, Braga, Paccagnella and Pellizzari, 2014, Nikolaidis and Dimitriadis, 2014 since their feedback is a way of assessing the results of teaching and to point out the aspects to be improved. It was for this purpose that the Government of East Timor defined in 2013 measures to improve the quality of public education, through the National Strategic Plan for Education 2011-2030 (METL, 2011. In this study we intend to evaluate the impact of these recent measures on the timorese public higher education teachers' performance. We question how the students evaluate the performance of the competences of the teachers of the National University of East Timor (UNTL)? Using a random sample of 342 students enrolled in four of the nine faculties of UNTL, surveys were carried out to evaluate the pedagogical, professional, social and personal competencies. The results showed a very positive performance of all teachers' competences, in particular the pedagogical and professional competences. It was pointed out the need to enhance the use of the information and communication technologies and to introduce more diversified pedagogical resources in the classroom, for a more effective and meaningful learning of students.This is an open access article under the terms of the Creative Commons Attribution License 4.0, which allows use, distribution and reproduction in any medium, provided the original work is properly cited.

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Section: Resultscontrasting

confidence: 68%

Section: Resultsunclassified

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confidence: 99%

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The evaluation of the Higher Education lecturer competences in East Timor: a student inquiry

Belo

2017

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“…(c) Combining algorithms with SET: in the literature, (Vasconcelos, 2012) puts forward the key rule mining method based on data mining technology to find the meaningful association between data, and gives the framework of teaching evaluation data mining system. In order to study more scientifically and accurately, a study results generalized ordered logistic regression analyses show that male students express a bias in favour of male professors (Boring, 2017). (d) Indicators selection of SET: student ratings are an influential measure of teaching effectiveness, active participation by and meaningful input from students can be critical in the success of such teaching evaluation systems (Sojka, Gupta, & Deeter-Schmelz, 2002).…”

Section: Related Workmentioning

confidence: 99%

An Empirical Study on Student Evaluations of Teaching Based on Data Mining

Zhang

Qin

Jin

et al. 2017

EURASIA J MATH SCI T

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Under the influence of big data, many fields have undergone tremendous changes. In the field of education, the data still contains a wealth of practical value, but the data mining and knowledge discovery is not enough, especially in the application of student evaluations of teaching (SET). In study, the K-means algorithm is used to cluster the data of three main teaching evaluation indexes (TEI) including individual background, course content, teaching method into high satisfaction degree (HSD), middle satisfaction degree (MSD), and low satisfaction degree (LSD). The logistic regression results showed that gender was a significant factor in students' evaluation of teachers and that there were potential connections between teaching evaluation and teachers' gender, age, and teaching content. In addition, the research shows that the effect of satisfaction degree on students' academic achievement is limited. The findings from this empirical study present a better understanding of reform of SET in higher education.

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“…Boring, 2017), the NSS could best be understood in the context of neoliberal accountability (Brown, 2015) since it creates an artificial quasi-market by ranking universities against one another on the basis of 'customer satisfaction'. The NSS has also been described as promoting the ongoing reconfiguration of students into consumers (Naidoo & Williams, 2014, p. 1).…”

Section: Agential Realism: An Introductionmentioning

confidence: 99%

Student feedback apparatuses in higher education: an agential realist analysis

Thiel

2018

Discourse: Studies in the Cultural Politics of Education

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This paper shows how Karen Barad's agential realism provides a powerful analytical framework for assessing higher education accountability. It takes the example of the UK 'National Student Survey' (NSS), a questionnaire, which purports to ascertain student course satisfaction in universities. The paper demonstrates how agential realism offers the opportunity to make visible (and theorise) three suggested effects of the NSS: (i) affective dimensions of lecturer experience; (ii) boundary creations between lecturers and students; and (iii) the marginalisation of experimental conceptualisations of practice. Analysing narrative data from six university lecturers, it will be shown how agential realism has a capacity to theorise the sociological realms of classroom encounters, institutional practices and national policy in their very entanglement. That is, university lecturers' practice is analysed as 'apparatuses of bodily production' that are enfolded into larger institutional and national apparatuses.

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Gender biases in student evaluations of teaching

Cited by 377 publications

References 28 publications

The evaluation of the Higher Education lecturer competences in East Timor: a student inquiry

The evaluation of the Higher Education lecturer competences in East Timor: a student inquiry

An Empirical Study on Student Evaluations of Teaching Based on Data Mining

Student feedback apparatuses in higher education: an agential realist analysis

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