Student individual differences as systematic bias in faculty evaluations

Germain, Marie‐Line; Scandura, Terri A.

doi:10.1037/e518712013-175

Cited by 34 publications

(45 citation statements)

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“…The first is a frequent practice of an almost exclusive emphasis on student evaluations (i.e., satisfaction) in assessing faculty performance related to the delivery of pedagogy (Chen & Hoshower, 2003;Clayson & Haley, 2011;Culver, 2010;Denson, Loveday, & Dalton, 2010;Dolnicar & Grun, 2009;Ewing, 2012;Germain & Scandura, 2005;Langbein, 2008;Pounder, 2007;Shevlin, Bantard, Davies, & Griffiths, 2000). However, the problems inherent in using student evaluations to assess faculty performance in the delivery of pedagogy are well known.…”

Section: Measuring "Success" Under Marketized Educationmentioning

confidence: 99%

“…Culver (2010) presents evidence that students' engagement with course materials significantly moderates the relationship between expected grades and overall rating of instructors. Germain and Scandura (2005) link grade inflation to consumerism by universities that now compete for students. They argue that students' individual differences and grade inflation serve as sources of bias in teaching evaluations.…”

Section: Measuring "Success" Under Marketized Educationmentioning

confidence: 99%

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Moving from Marketization to Marketing of Higher Education: The Co-Creation of Value in Higher Education

Judson¹,

Taylor²

2014

HES

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Section: Measuring "Success" Under Marketized Educationmentioning

confidence: 99%

Section: Measuring "Success" Under Marketized Educationmentioning

confidence: 99%

Moving from Marketization to Marketing of Higher Education: The Co-Creation of Value in Higher Education

Judson¹,

Taylor²

2014

HES

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show abstract

“…Thus, they should be formed based on an analysis of the content of effective teaching and the reasons for using such instruments, supplied by a literature review and feedback. Germain and Scandura (2005) further add that before developing rating tools there is a need for a clear definition of effective teaching.…”

Section: Theoretical Background and Literature Reviewmentioning

confidence: 99%

The Perspectives of Students and Teachers in the English Department in the College of Basic Education on the Student Evaluation of Teachers

Taqi¹,

Al-Nouh²,

Dashti³

et al. 2014

JEL

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In the context of students' evaluation of teachers in higher education, this paper examines the perspectives of students and faculty members in the English Department in the college of Basic education (CBE) in the State of Kuwait. The study is based on a survey that covered 320 students and 19 members of staff in the English department. The study was based on a 20 statements questionnaire; in addition to two open ended questions. The data collected was analyzed through the use of SPSS, and the open-ended questions were analyzed manually. The findings reveal a general agreement on several academic and structural issues concerning the evaluation form. Both students and teachers expressed their views in detail concerning the evaluation process. Finally, a number of recommendations based on the students' and teachers' perspectives will be given in order to make the students' evaluation of teachers more valuable and beneficial.

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“…Focusing on grade expectations in his study, Marsh (1987) grounds his opinion on correlation between grades and student evaluations in three hypotheses 1-the leniency hypothesis, which is related with teacher's leniency in grading, 2-the validity hypothesis, which is related with the amount of knowledge students have gained and the favoritism that they show, by giving high rates, and 3-the prior characteristic hypothesis, which is related with particular student or course factors such as motivation or class size. Other factors arising from student, such as cultural background, thinking style, learning style, high grade expectation, and nationality have also been found to be positively correlated with instructor ratings, although they are not directly related to the instructor (Boex, 2000;Germain & Scandura, 2005;Zhang, 2004;Worthington, 2002). Underlying the importance of nationality, Worthington (2002) claims that students from a non-English speaking background expect higher grades and tend to give higher ratings (Millea & Grimes, 2002).…”

Section: Introductionmentioning

confidence: 99%

Investigating Student Evaluation of Teachers by Using Latent Class Analysis: A Case Study at a Tertiary Level

Üstünlüoğlu

Gungor-Culha²

2012

IJE

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Student evaluations of teaching and teacher (SET) have become the focus of extensive data collection, due to high levels of competition in education. Yet, analysis of the data collected from students has been relatively neglected in favor of evaluation. Furthermore, heterogeneity of student population with different academic background may require advanced statistical techniques, such as Latent Class Analysis (LCA), used in the context of Latent Variable Models, to disclose latent classes or structures by the manifest variables. The purpose of the study is to identify distinct groups of students based on their SET ratings and use the LCA method to discover whether there is a discrepancy in the identified classes in terms of level of success and gender. The study also aims to present a descriptive examination regarding the students who evaluated the instructors and which classes they belonged to. The following three conclusions have been drawn from this research; that different typological structures of student exist in the institution, that there are differences in the identified classes in terms of gender, and that, regardless of whether they were successful or not, students were generally positive about teachers.

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Student individual differences as systematic bias in faculty evaluations

Cited by 34 publications

References 0 publications

Moving from Marketization to Marketing of Higher Education: The Co-Creation of Value in Higher Education

Moving from Marketization to Marketing of Higher Education: The Co-Creation of Value in Higher Education

The Perspectives of Students and Teachers in the English Department in the College of Basic Education on the Student Evaluation of Teachers

Investigating Student Evaluation of Teachers by Using Latent Class Analysis: A Case Study at a Tertiary Level

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