A comparison of student evaluations of teaching with online and paper-based administration.

Abstract

When institutions administer student evaluations of teaching (SET) online, response rates are lower relative to paper-based administration. Researchers analyzed average SET scores from 364 courses taught during the fall term in 3 consecutive years to determine whether administering SET forms online for all courses in the third year changed the response rate or the average SET score. To control for instructor characteristics, the data analysis was based on courses for which the same instructor taught the course in each of 3 successive fall terms. Response rates for face-to-face classes declined when SET administration occurred only online. Although average SET scores were reliably lower in Year 3 than in the previous 2 years, the magnitude of this change was minimal (.11 on a 5-item Likert-like scale). The authors discuss practical implications of these findings for interpretation of SETs and the role of SETs for the evaluation of teaching quality.

Beneficios de la distribución de cuestionarios web de valoración docente a través de mensajería SMS en el ámbito universitario: tasas de participación, inversión de tiempo al completar el cuestionario y plazos de recogida de datos

“…Este problema se ha visto acentuado con la introducción de cuestionarios web. Diversas investigaciones revelan que las tasas de participación alcanzadas en valoraciones administradas con instrumentos online son inferiores a aquellas desarrolladas en papel (Morrison, 2011;Nowell, Gale, & Handley, 2010;Nulty, 2008;Stanny & Arruda, 2017;Stowell, Addison, & Smith, 2012). Tanto es así, que esta caída en las ratios de respuesta ha sido durante años una de las objeciones frecuentemente esgrimidas en el ámbito universitario para no abordar la transición de las evaluaciones tradicionales a las mediciones online (Crews & Curtis, 2011).…”

On the (Ir)Relevance of Psychological Research: Students versus Scientists and Implications for Teaching

“…We do not believe this result could be due to a particular response tendency of students, for example avoiding the extreme scores on the Likert scale. After every semester, for example, students rate their professors' teaching performance on Likert scales, and students are not shy to select "4"s or "5"s on these Likert-scales ranging from 1 to 5 for many of their professors (see also Stanny & Arruda, 2017, for empirical data).…”

Industry-University-Research Interaction Model for Teaching Quality Evaluation of Economic Management Courses

“…Currently, the teaching quality evaluation of college and universities are generally divided into four grades: excellent, good, qualified, and unqualified [31,32]. According to the survey, the teaching quality evaluation of economic management courses has a few problems, as shown in Figure 3, from students' perspective, they do not have a thorough understanding of the purpose and significance of the teaching evaluation activity; their understanding of the specific content of teaching quality evaluation is insufficient; most students consider teaching evaluation as an unnecessary job, they generally think arranging the evaluation time in the semester end is inappropriate, and they do not have the willingness to know about the teaching evaluation results.…”