Validity of students’ evaluations of teaching: Biasing effects of likability and prior subject interest

Feistauer, Daniela; Richter, Tobias

doi:10.1016/j.stueduc.2018.07.009

Cited by 33 publications

(30 citation statements)

References 48 publications

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“…Some teacher doubted the results of students' evaluation in the end of semester. Previous study that likability bears no conceptual relationship to teaching quality, these finding point to a compromised validity of students' evaluation (Feistauer and Richter, 2018).…”

Section: Resultsmentioning

confidence: 72%

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Teacher performance on students learning outcomes in applied chemistry

Yusfiani

2020

JPKim

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Teacher performance affect the students' learning outcomes. End of semester instructional process evaluated by teacher and students. This study aimed to analyze the effect of Pedagogic, Professional, Personality, and Social as Teacher Performance on Students' Learning Outcome in Applied Chemistry course. The population of this study is student's took Applied Chemistry course which academic year is: 2017/2018 and 2018/2019 in Polytechnic of Tanjungbalai. The sampling is total sampling. Research method using Partial Least Square -Structural Equation Modelling (PLS -SEM). Questionnaire evaluation in the end of semester as instrument for Teacher Performance and Student's assessment sheet as instrument for Students' Learning Outcome. The result showed that there is a direct effect of negative and not significant correlation between Pedagogic and Social Teacher Performance on Students' Learning Outcome Disclosure and there is a direct effect of positive and not significant between Professional and Personality Teacher Performance on Students' Learning Outcome Disclosure.

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Section: Resultsmentioning

confidence: 72%

“…That SETs are affected by strong biasing effects of how likeable students find a teacher and by weak biasing effects of how strongly there are interested in the course subject. It seem to reflect likability but not teaching quality (Feistauer and Richter, 2018).…”

Section: Introductionmentioning

confidence: 90%

Teacher performance on students learning outcomes in applied chemistry

Yusfiani

2020

JPKim

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“…We postulate the following two hypotheses to this result: One has to do with the behavior of the professors in classes, as generally, students expect their professors to behave according to their stereotypes ( Anderson and Smith, 2005 ; Kombe et al, 2019 ) and if these expectations are not met, the students may hold the professors accountable in the final evaluations ( Dalmia et al, 2005 ; Kayas et al, 2020 ; Sprague & Massoni, 2005 ). Also, the likability of the professors can have a strong effect on the SET outcomes ( Feistauer and Richter, 2018 ) The second possible explanation is that students may have an ingrained cultural mindset that, despite the equal competencies of men and women, they tend to see a male professor as slightly more recommendable than the female counterpart. Several studies show that gender bias is learned in childhood, and it can be passed on as a belief system through family and school or can be transferred generation after generation through media ( Atwood, 2001 ; Newall et al, 2018 ; Rajan and Morgan, 2018 ; Singh, 2017 ; Shor, van de Rijt and Fotouhi, 2019 ).…”

Section: Discussionmentioning

confidence: 99%

Does professors' gender impact how students evaluate their teaching and the recommendations for the best professor?

Arrona‐Palacios

Okoye

Camacho-Zúñiga

et al. 2020

Heliyon

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This study examined the impact of the professors' gender according to a student evaluation of teaching (SET) in a private university. The study took place in a private university (n = 103,833) on six different campuses in the north region of Mexico. The distribution of the professors’ gender was analyzed according to semesters, campuses, and schools. Our findings suggested that when undergraduates evaluated their professors on specific criteria concerning teaching performance, they expressed their opinion regardless of the professors' gender. However, when being asked for a single overall evaluation, as whether they would recommend the professor as one of their best professors, the students tended to favor male professors over their female peers by a slight margin. While such perceptions might not be representative of the actual teaching quality, it would be interesting in the future to delve deeper into the causes of possible biases.

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“…These findings led the authors to conclude “student emphases on empathy, relationships, caring, and understanding underscore the need for marketing educators to maintain personal interactions with students” (Faranda & Clarke, 2004, p. 280). Based on established pedagogical models, instructor likability/concern positively affects perceived learning (Abrantes et al, 2007; Feistauer & Richter, 2018). Indeed, in order for actual learning to occur, students have to feel cared for by the instructor.…”

Section: Studymentioning

confidence: 99%

“…Indeed, in order for actual learning to occur, students have to feel cared for by the instructor. Since people buy from people they like, the steps of the sales process facilitate the prospect’s likability of the salesperson and similarly will strengthen the effect of likability/concern on perceived learning, which in turn leads to actual learning (Alexander & Murphy, 1998; Feistauer & Richter, 2018). Therefore, we propose:…”

Section: Studymentioning

confidence: 99%

Selling-to-Teach: A Didactical Look at the Natural Integration Between Teaching and Selling

Rippé

Weisfeld‐Spolter

Yurova

2020

Journal of Marketing Education

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This article examines whether educators’ use of selling activities (selling-to-teach) based on the seminal sales process can improve perceived and actual learning. By viewing the teaching interaction as a sales situation, the authors suggest professors can help students realize their need for learning just as a salesperson helps a prospect realize a need for a product or service. Leveraging the theoretical communication commonalities in teaching and selling, we posit that selling-to-teach will positively affect perceived and actual learning. Using a mixed-methods approach through two studies, we find qualitative and quantitative (n=616) support for selling-to-teach. Instead of examining pedagogy in sales, we suggest that sales is a pedagogy to be used across disciplines. This fuller examination unveils the sales process as a pedagogical tool to empower instructors and to maximize the student learning experience through different selling steps used as teaching method.

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Validity of students’ evaluations of teaching: Biasing effects of likability and prior subject interest

Cited by 33 publications

References 48 publications

Teacher performance on students learning outcomes in applied chemistry

Teacher performance on students learning outcomes in applied chemistry

Does professors' gender impact how students evaluate their teaching and the recommendations for the best professor?

Selling-to-Teach: A Didactical Look at the Natural Integration Between Teaching and Selling

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