Are Course Evaluations Subject to a Halo Effect?

Darby, Jenny A.

doi:10.7227/rie.77.4

Cited by 21 publications

(12 citation statements)

References 15 publications

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“…Validity threats such as halo effects are not uncommon for novel programs. An example of a halo effect in this study would be where participants' positive impressions of the science education program overall lead to broader positive effects and perceptions, beyond aspects of the program that are targeted (Darby, ). To the extent that this is the case, we would see significant effects for both science and non‐science outcomes.…”

Section: Discussionmentioning

confidence: 99%

The role of a museum‐based science education program in promoting content knowledge and science motivation

et al. 2016

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Informal learning settings such as museums have been identified as opportunities to enhance students' knowledge and motivation in science and to optimize the connection between science and everyday life. The present study assessed the role of a self-paced science education program (situated in a medical science museum) in enhancing students' program-related content knowledge, self-efficacy, valuing, and aspirations. The study also investigated whether gains in content knowledge recall and motivation (as relevant to biology, anatomy, health) are associated with reported improvements in beliefs about health practices relevant to everyday life. The program aligned with a well-established tripartite engagement framework conforming to cognitive, behavioral, and emotional engagement principles as well as principles underpinning guided discovery learning. Among a sample of N ¼ 167 (upper) elementary and secondary school students (aged 10-16 years, M ¼ 12.62 years), we found significant gains in content knowledge recall (achievement) and science motivation (self-efficacy, valuing, aspirations) following participation in the science program. Additionally, gains in content knowledge recall and motivation were associated with reported improvements in beliefs about everyday health practices. #

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Section: Discussionmentioning

confidence: 99%

The role of a museum‐based science education program in promoting content knowledge and science motivation

et al. 2016

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“…object similarly across different dimensions-has long been recognized as a problem in course evaluations (Darby, 2007;Feeley, 2002;Greenwald, 1997;Moritsch & Suter, 1988;Orsini, 1988;Pike, 1999). According to Leuthesser, Kohli, and Harich (1995), halo should be suspected whenever the correlation between attributes is .60 or greater.…”

Section: Discussionmentioning

confidence: 99%

Did you learn something useful today? An analysis of how perceived utility relates to perceived learning and their predictiveness of satisfaction with training

Roszkowski

Soven²

2010

Perf. Improvement Qrtly

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“…This implies that students do not view the different scales in the instrument as independent of each other. Probably without knowing it, their feelings about one aspect of the course could also influence their evaluations of other aspects of the course (Darby 2007). Shevlin et al (2000) reported the existence of such a factor.…”

Section: Instrumentmentioning

confidence: 99%

Taking the grading leniency story to the edge. The influence of student, teacher, and course characteristics on student evaluations of teaching in higher education

2011

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The use of student evaluation of teaching (SET) to evaluate and improve teaching is widespread amongst institutions of higher education. Many authors have searched for a conclusive understanding about the influence of student, course, and teacher characteristics on SET. One hotly debated discussion concerns the interpretation of the positive and statistically significant relationship that has been found between course grades and SET scores. In addition to reviewing the literature, the main purpose of the present study is to examine the influence of course grades and other characteristics of students, courses, and teachers on SET. Data from 1244 evaluations were collected using the SET-37 instrument and analyzed by means of cross-classified multilevel models. The results show positive significant relationships between course grades, class attendance, the examination period in which students receive their highest course grades, and the SET score. These relationships, however, are subject to different interpretations. Future research should focus on providing a definitive and empirically supported interpretation for these relationships. In the absence of such an interpretation, it will remain unclear whether these relationships offer proof of the validity of SET or whether they are a biasing factor.

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Are Course Evaluations Subject to a Halo Effect?

Cited by 21 publications

References 15 publications

The role of a museum‐based science education program in promoting content knowledge and science motivation

The role of a museum‐based science education program in promoting content knowledge and science motivation

Did you learn something useful today? An analysis of how perceived utility relates to perceived learning and their predictiveness of satisfaction with training

Taking the grading leniency story to the edge. The influence of student, teacher, and course characteristics on student evaluations of teaching in higher education

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