The Causal Effect of Survey Mode on Students’ Evaluations of Teaching: Empirical Evidence from Three Field Experiments

Treischl, Edgar; Wolbring, Tobias

doi:10.1007/s11162-017-9452-4

Cited by 14 publications

(10 citation statements)

References 39 publications

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“…Little or no influence of SRI delivery mode (paper-based vs electronic/online) on overall SRI scores was found in three studies (Laupper et al, 2020;Risquez et al, 2015;Treischl & Wolbring, 2017). In contrast, Fogarty et al (2013) found significantly lower evaluation scores with web-based SRI administration.…”

Section: Types Of Biasmentioning

confidence: 92%

“…In contrast, Fogarty et al (2013) found significantly lower evaluation scores with web-based SRI administration. Lower ratings in evaluations, however, may be due to reduced response rates in asynchronous online vs paper based administered SRIs (Treischl & Wolbring, 2017). When instructors provided students with class time to complete SRIs, however, some boost in response rates were observed (Risquez et al, 2015;Treischl & Wolbring, 2017).…”

Section: Types Of Biasmentioning

confidence: 99%

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Bias in Student Ratings of Instruction: A Systematic Review of Research from 2012 to 2021

Stoesz

Jaeger

Quesnel

et al. 2023

cjeap

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Student ratings of instruction (SRI) are commonly used to evaluate courses and teaching in higher education. Much debate about their validity in evaluating teaching exists, which is due to concerns of bias by factors unrelated to teaching quality (Spooren et al., 2013). Our objective was to identify peer-reviewed original research published in English from January 1, 2012, to March 10, 2021, on potential sources of bias in SRIs. Our systematic review of 63 articles demonstrated strong support for the continued existence of gender bias, favoring male instructors and bias against faculty with minority ethnic and cultural backgrounds. These and other biases must be considered when implementing SRIs and reviewing results. Critical practices for reducing bias when using SRIs include implementing bias awareness training and avoiding use of SRIs as a singular measure of teaching quality when making decisions for teaching development or hiring and promotion.

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Section: Types Of Biasmentioning

confidence: 92%

Section: Types Of Biasmentioning

confidence: 99%

Bias in Student Ratings of Instruction: A Systematic Review of Research from 2012 to 2021

Stoesz

Jaeger

Quesnel

et al. 2023

cjeap

View full text Add to dashboard Cite

show abstract

“…Research methods are changing from simple questionnaires to professional quantitative analysis. There are studies that use field experiments to investigate whether the form of online survey affects the quality of student assessment [14] . There are also studies that use qualitative analysis, combined with Grounded Theory (GT) to conduct experimental hybrid research on data [15] .As a result, a large number of new research methods have emerged in the field of quality assurance in higher education.…”

Section: Research On New Methods Of Quality Assurancementioning

confidence: 99%

Study on the New Tread of Quality Assurance Development in International Higher Education

Liu¹,

Chang²

2018

Proceedings of the 3rd Annual International Conference on Education and Development (ICED 2018)

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With the continuous development of higher education at home and abroad, the research on the quality assurance of international higher education presents many new research hotspots and trends. In this paper, scientometrics method is used to analyze the literature on the quality assurance of higher education in the Web of Science database using VOS Viewer software. Explore the new trends in research and development of international higher education quality assurance to provide reference for the construction of China's higher education quality assurance system.

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“…Therefore, it will remain important to ensure that this method produces valid and reliable data. This is all the more important since online evaluations of teaching in higher education have become increasingly common since the beginning of the new millennium (Crews and Curtis 2011;Morrison 2011;Venette et al 2010;Treischl and Wolbring 2017). The method's practicality, feasibility, flexibility, time-and cost-effectiveness when dealing with large samples and a large amount of data, and its potential to provide real-time feedback make it an attractive option that is increasingly replacing paper-and-pencil course evaluations (Barkhi and Williams 2010;Dommeyer et al 2004;Hessius and Johansson 2015;Layne et al 1999;Nulty 2008;Risquez et al 2015).…”

Section: Introductionmentioning

confidence: 99%

Online vs. offline course evaluation revisited: testing the invariance of a course evaluation questionnaire using a multigroup confirmatory factor analysis framework

2020

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Survey-based formats of assessing teaching quality in higher education are widely used and will likely continue to be used by higher education institutions around the world as various global trends contributing to their widespread use further evolve. Although the use of mobile devices for course evaluation continues to grow, there remain some unresolved aspects of the classic paper and web-based modes of evaluation. In the current study, the multigroup confirmatory factor analysis approach (MGCFA), an accepted methodological approach in general mixed-method survey research, was chosen to address some of the methodological issues when comparing these two evaluation modes. By randomly assigning one of the two modes to 33 continuing training courses at a Swiss higher education institution, this study tested whether the two different modes of assessing teaching quality yield the same results. The practical implications for course evaluation practice in institutions of higher education as well as the implications and limitations of the chosen methodological approach are discussed.

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The Causal Effect of Survey Mode on Students’ Evaluations of Teaching: Empirical Evidence from Three Field Experiments

Cited by 14 publications

References 39 publications

Bias in Student Ratings of Instruction: A Systematic Review of Research from 2012 to 2021

Bias in Student Ratings of Instruction: A Systematic Review of Research from 2012 to 2021

Study on the New Tread of Quality Assurance Development in International Higher Education

Online vs. offline course evaluation revisited: testing the invariance of a course evaluation questionnaire using a multigroup confirmatory factor analysis framework

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