End-of-Course Evaluations as Indicators of Student Learning and Instructor Effectiveness

Marlin, James W.; Niss, James F.

doi:10.1080/00220485.1980.10844950

Cited by 25 publications

(9 citation statements)

References 8 publications

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“…At issue are the limitations these biases place on interpreting the data from teaching evaluations. Second, there are those who view these biases to be more serious and offer techniques to control or compensate for suspected biases (Dilts, 1980), or recommend replacing or supplementing SETs with other evaluation procedures, including peer evaluation or student achievement (Marlin and Niss, 1980). Efforts to address the bias in teaching evaluation have motivated a large body of literature on comparing different forms or approaches to teaching evaluation.…”

Section: Current Methodsmentioning

confidence: 99%

Determinants of teaching quality: What's important to students?

Broder

Dorfman

1994

Res High Educ

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Section: Current Methodsmentioning

confidence: 99%

Determinants of teaching quality: What's important to students?

Broder

Dorfman

1994

Res High Educ

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“…Standardized learning measures are relatively rare and, to be useful, standardized tests would need to be appropriate both for the subject matter and the academic level of any given course. The one notable exception is the use of the Test of Understanding in College Economics (TUCE) in economic SET studies (Marlin & Niss, 1980;Soper, 1973).…”

Section: Methodological Solutionsmentioning

confidence: 99%

Student Evaluations of Teaching: Are They Related to What Students Learn?

Clayson

2008

Journal of Marketing Education

337

259

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Although the student evaluation of teaching has been extensively researched, no general consensus has been reached about the validity of the process. One contentious issue has been the relationship between the evaluations and learning. If good instruction increases the amount of learning that takes place, then learning and the evaluations should be validly related to each other. A review of the literature shows that attempts to find such a nomological relationship has been complicated by practice, methodology, and interpretation. A meta-analysis of the literature shows that a small average relationship exists between learning and the evaluations but that the association is situational and not applicable to all teachers, academic disciplines, or levels of instruction. It is concluded that the more objectively learning is measured, the less likely it is to be related to the evaluations.

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“…Although much research has examined this question (Best & Addison, 2000;Centra, 1973Centra, , 1977Feldman, 1976Feldman, , 1986Marlin, 1987;Marlin & Niss, 1980;Schmelkin, Spencer, & Gellman, 1997), there is still little consensus as to what will help students form the most positive assessments of their classes and their instructors. For example, knowledge, enthusiasm, organisation, classroom management, fairness, openness and encouragement are positively correlated with students' views of good teaching (Feldman, 1976).…”

Section: Introductionmentioning

confidence: 99%