ESET: [EAGLES STUDENT EVALUATION OF TEACHING] - AN ONLINE ANDRAGOGICAL STUDENT RATINGS OF INSTRUCTION TOOL THAT IS AN IN–DEPTH SYSTEMIC STATISTICAL MECHANISM DESIGNED TO INFORM, ENHANCE, AND EMPOWER HIGHER EDUCATION

2015 ◽  
Vol 11 (2) ◽  
pp. 24
Author(s):  
OSLER II JAMES EDWARD ◽  
MANSARAY MAHMUD A ◽  
◽  
Keyword(s):  
Higher Education ◽  
Student Evaluation ◽  
Student Ratings ◽  
Student Evaluation Of Teaching ◽  
Student Ratings Of Instruction ◽  
Statistical Mechanism ◽  
Evaluation Of Teaching

scholarly journals Lessons Learned from Research on Student Evaluation of Teaching in Higher Education

2021 ◽  
pp. 237-256
Author(s):  
Bob Uttl
Keyword(s):  
Higher Education ◽  
Effective Teaching ◽  
Teaching Effectiveness ◽  
Student Evaluation ◽  
High Stakes ◽  
Student Evaluation Of Teaching ◽  
Knowledge Class ◽  
Teaching Awards ◽  
Student Preference ◽  
Evaluation Of Teaching

AbstractIn higher education, anonymous student evaluation of teaching (SET) ratings are used to measure faculty’s teaching effectiveness and to make high-stakes decisions about hiring, firing, promotion, merit pay, and teaching awards. SET have many desirable properties: SET are quick and cheap to collect, SET means and standard deviations give aura of precision and scientific validity, and SET provide tangible seemingly objective numbers for both high-stake decisions and public accountability purposes. Unfortunately, SET as a measure of teaching effectiveness are fatally flawed. First, experts cannot agree what effective teaching is. They only agree that effective teaching ought to result in learning. Second, SET do not measure faculty’s teaching effectiveness as students do not learn more from more highly rated professors. Third, SET depend on many teaching effectiveness irrelevant factors (TEIFs) not attributable to the professor (e.g., students’ intelligence, students’ prior knowledge, class size, subject). Fourth, SET are influenced by student preference factors (SPFs) whose consideration violates human rights legislation (e.g., ethnicity, accent). Fifth, SET are easily manipulated by chocolates, course easiness, and other incentives. However, student ratings of professors can be used for very limited purposes such as formative feedback and raising alarm about ineffective teaching practices.

scholarly journals Response Rate and Teaching Effectiveness in Institutional Student Evaluation of Teaching: A Multiple Linear Regression Study

2015 ◽  
Vol 5 (6) ◽  
pp. 9 ◽  
Author(s):  
Faisal Al-Maamari
Keyword(s):  
Class Size ◽  
Teaching Effectiveness ◽  
Response Rate ◽  
Student Evaluation ◽  
Teaching Quality ◽  
Student Ratings ◽  
Large Sample Size ◽  
Related Factors ◽  
Student Evaluation Of Teaching ◽  
Evaluation Of Teaching

<p>It is important to consider the question of whether teacher-, course-, and student-related factors affect student ratings of instructors in Student Evaluation of Teaching (SET) in English Language Teaching (ELT). This paper reports on a statistical analysis of SET in two large EFL programmes at a university setting in the Sultanate of Oman. I carried out a multiple regression analysis to address the research questions of whether instructor sex, class size, course type and percent participation would affect teaching effectiveness scores, and whether or not response rate can be predicted by instructor sex, class size and course type. The study utilizes a dataset of over 2000 student ratings obtained from an SET survey covering the period from Fall 2011 through to Spring 2014in these two programmes. Results indicated that the modeled predictors showed extremely low bias towards both teaching quality scores and response rate. Although the effect sizes of these results are extremely small, they are still significant due to the large sample size (comprising over 2000). The findings also suggest that contrary to common parlance in some quarters claiming students’ unreliable ratings, this analysis has shown that students can judge teaching effectiveness and do not allow other teacher-, course- and student-related factors to bias their responses. The study’s significance stems from the fact that it adds to instructional evaluation in ELT, a field characterized by a clear lack of research on SET.</p>

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