Measuring value-added in higher education: Possibilities and limitations in the use of administrative data

Cunha, Jesse M.; Miller, Trey

doi:10.1016/j.econedurev.2014.06.001

Cited by 92 publications

(75 citation statements)

References 23 publications

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“…These measures are not broadly applicable at the level of higher education, because tests are not standardized-an essential component for the measurement of teacher value added. See Cunha and Miller (2014) for an in-depth exploration of the possibilities and limitations of value-added measures in higher education. 2 Other approaches such as peer evaluation and teacher certification also occur, but these are much less common and generally given little weight in assessments of teaching quality, unlike SETs which are both widely used and highly weighted (Becker and Watts 1999;Becker et al 2011;Zabaleta 2007).…”

Section: Introductionmentioning

confidence: 99%

Measuring teaching quality in higher education: assessing selection bias in course evaluations

2016

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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 nonnegligible 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.

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Section: Introductionmentioning

confidence: 99%

Measuring teaching quality in higher education: assessing selection bias in course evaluations

2016

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“…Research using regression analysis for the evaluation of achievements in the area of higher education and the influence of prior learning on the economic growth rate has been conducted IMPACT OF DEMAND TRENDS FOR HIGHER EDUCATION IN RUSSIA 351 throughout the world (Acemoglu, 1996;Barro, 1991;Becker, Murphy, & Tamura, 1990;Benhabib & Spiegel, 1994;Bratti & Leombruni, 2014;Cunha & Miller, 2014;O'Hear & MacDonald, 1995;Romer, 1990;Solow, 1957). These studies make it possible to describe a mechanism of socially increasing the return on investments in human capital, to evaluate the contribution to economic growth using exogenous factors of technological advancement, and to expose the impact of human capital on economic development in crisis situations.…”

Section: Data Variables and Methodsmentioning

confidence: 99%

Sustaining Student Enrolment: Impact of Demand Trends for Higher Education in Russia

Абанкина¹,

Filatova²

2015

UCPA

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The higher education system, a field of activity that defines the requirements for professional qualifications, that can impact structural changes in employment and foster dynamic economic development and increased competition, was one of the first sectors to be exposed to market failure. Issues of better access to higher education in various countries increasingly fit specific consistent patterns as desired results are achieved: from positive effects in the initial stages to problems that prevent growth in the number of students in the state-subsidized segment at subsequent stages, including the rigid regulation by the state. To confirm similar processes against the background of the demographic problems in Russia affecting the number of students, an empirical analysis was performed to reveal the factors influencing a surge in demand on the basis of an assessment of the correlation of a higher education resource base, production, and the industrial capacity of a region's development. This study shows successive stages of change in the public demand for higher education and confirms the justified consequences of the transition to decisive actions pertaining to the optimization of educational, material, technical, financial, and intellectual resources.Keywords: Russia, demand for higher education, student enrolment, industrial capacity of regions, financial solvency of a population Over time, the demand for higher education in Russia has fundamentally changed under the influence of external and internal factors. However, despite adverse circumstances, the Russian system of higher education succeeds in matching the level of many other countries that maintains a number of students pursuing advanced degrees.The globalization of economic knowledge and demographic changes in many countries has resulted in a growing demand for higher education alongside simultaneous cuts in state financing, forcing universities to increasingly rely on tuition fees and seek out alternative income sources to ensure economic sustainability (Araya & Peters, 2010;Sheng-jun, 2011).However, American scholars (using a two-stage least squares model to study the supply and demand in enrolment to state-funded higher education institutions) have demonstrated certain difficulties in keeping a

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“…The instruments for assessing the quality of teaching at the institutional level can be divided into three groups: organizational (self-examination university and teacher classifications), pedagogical (instruments to assess student achievement achievements), sociological and customer satisfaction monitoring (that is the evaluation of the quality of the teachers by the students). There is, however, little consensus on how to adequately measure teacher quality, especially in higher education, where the availability of standardized tests to analyze performance is still scarce (Cunha and Miller, 2014).…”

Section: 0mentioning

confidence: 99%

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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Measuring value-added in higher education: Possibilities and limitations in the use of administrative data

Cited by 92 publications

References 23 publications

Measuring teaching quality in higher education: assessing selection bias in course evaluations

Measuring teaching quality in higher education: assessing selection bias in course evaluations

Sustaining Student Enrolment: Impact of Demand Trends for Higher Education in Russia

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

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