The Validity of Student Evaluations of Teaching

Langbein, Laura

doi:10.1017/s1049096500041196

Cited by 33 publications

(31 citation statements)

References 11 publications

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“…Langbein ( 1994 ) noted that the eff ect of low grades on teaching evaluations is more pronounced for female than male faculty. Noting that poor evaluations can have negative eff ects on promotion and compensation decisions, Langbein questioned whether SETs are adequately valid measures of teaching effectiveness to have such an important role.…”

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confidence: 99%

Gender, Teaching Evaluations, and Professional Success in Political Science

Martin

2016

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Evaluations of teaching effectiveness rely heavily on student evaluations of teaching. However, an accumulating body of evidence shows that these evaluations are subject to gender bias. Theories of leadership and role incongruity suggest that this bias should be especially prominent in large courses. This article examines publicly available data from two large political science departments and fi nds that female instructors receive substantively and signifi cantly lower ratings than male instructors in large courses. The author discusses the implications of apparent gender bias in teaching evaluations for the professional success of female faculty. Findings of gender bias in evaluations in other fi elds also hold in political science and are particularly problematic in the evaluation of large courses.

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confidence: 99%

Gender, Teaching Evaluations, and Professional Success in Political Science

Martin

2016

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“…Boyer (1990, 37-40) asserts that teaching assessments should consider peer reviews, student course evaluations, syllabi, and a teaching portfolio. For discussion of some key issues associated with the use of teaching evaluations, see Langbein (1994), Algozzine et al (2004), and Kelly-Woessner and Woessner (2006). Yon, Burnap, and Kohut (2002) and Kohut, Burnap, and Yon (2007) also describe the use of peer reviews in tenure cases.…”

Section: Discussionmentioning

confidence: 99%

So You Want Tenure? Factors Affecting Tenure Decisions in Political Science Departments

Marshall

Rothgeb

2011

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This article investigates the variables that affect the award of tenure in political science departments in the United States. We examined two dependent variables:(1) whether a department has denied tenure in the past five years, and (2) whether a positive departmental tenure recommendation has been reversed by higher college or university authorities during the same period of time. Five clusters of independent variables were evaluated: (1) college/university and departmental characteristics, (2) the procedures employed to evaluate tenure cases, (3) the instruments used to assess teaching, (4) service expectations, and (5) research and publication standards. We found that the most important factors affecting departmental decisions to deny tenure were whether teaching and substantive publications were treated as equally valuable qualifications, the number of articles a candidate published, and the candidate's level of commitment to advising. Interestingly, reversal decisions by higher authorities were not strongly affected by any of the variables in the analysis.

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“…The experience of and exposure to the teacher have also been shown to influence SET scores, with a positive correlation between student evaluations and 1. the percentage of time teachers spent in instructional behaviours (demonstrated by Engstrom, 1999, in the Physical Education environment) and 2. the experience of the teacher, with SET scores increasing up to a peak at 13 years of teaching experience and then trending downward again (Langbein, 1994). The overall effect of these variables, although important, does not invalidate the evaluation process and we must be aware that the criticism of SET is itself not necessarily unbiased -"the search for potential biases to student ratings has itself been so biased, that it could be called a witch hunt" (Marsh, 1987, p. 253).…”

Section: Validating Set Datamentioning

confidence: 98%

“…As of 1988, 80 percent of all liberal colleges in the USA used systematic student ratings as all or part of the means for evaluating teachers (Langbein, 1994). Across tertiary education in the UK, data from SET is considered as important evaluative information on which to judge academic staff and as a guide for potential changes in course material and method of delivery (Shevlin, 2000).…”

Section: The Origin and Influence Of Student Evaluations Of Teachingmentioning

confidence: 99%

“…She also related SETs to actual academic grades achieved and was able to show that for each additional unit increase in actual GPA (e.g., from 3.0 to 4.0) the total scale score decreased by 1.00. So positive expectations were having a positive influence and successful learning was having a negative influence on students' judgement of teaching effectiveness (Langbein, 1994).…”

Section: Improving the Achievement Of Studentsmentioning

confidence: 99%

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