Professor Age Affects Student Ratings: Halo Effect for Younger Teachers

Wilson, Janie H.; Beyer, Denise; Monteiro, Heather

doi:10.1080/87567555.2013.825574

Cited by 32 publications

(30 citation statements)

References 23 publications

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“…Ideally, faculty evaluation would be an unbiased performance assessment, uninfluenced by gender, ethnicity, age, attractiveness, or other personal characteristics. However, empirical analyses of student evaluations of teaching (SETs) have demonstrated that they often fall short of this ideal [3][4][5][6][7][8][9][10][11][12]. Moreover as the ideal of the university posits a mutually beneficial research-teaching nexus, faculty evaluation should be holistic, considering performance across all professional responsibilities; however, assessments of the so-called research-teaching nexus have not produced a clear consensus of its presence, nature, or extent [28][29][30][31][32][33][34].…”

Section: Discussionmentioning

confidence: 99%

“…For example, past research on traditional SETs has identified biases based on gender [3][4][5][6][7][8], race [6,9], attractiveness [10], and age [7,11,12]. Many have also criticized traditional SETs as invalid measures of teaching quality and student learning [3,7,[12][13][14][15][16][17] and warned university administrators against using them for hiring and promotion decisions [18]. In light of these issues, there have been intensifying claims that SETs harm both students and faculty [19] and public calls to stop relying on them for evaluating teaching [20,21].…”

Section: Introductionmentioning

confidence: 99%

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Exploring the personal and professional factors associatedwith student evaluations of tenure-track faculty

Murray,

Boothby,

Zhao

et al. 2019

Preprint

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Tenure-track faculty members in the United States are evaluated on their performance in both research and teaching. In spite of accusations of bias and invalidity, student evaluations of teaching have dominated teaching evaluation at U.S. universities. However, studies on the topic have tended to be limited to particular institutional and disciplinary contexts. Moreover, in spite of the idealistic assumption that research and teaching are mutually beneficial, few studies have examined the link between research performance and student evaluations of teaching. In this study, we conduct a large scale exploratory analysis of the factors associated with student evaluations of teachers, controlling for heterogeneous institutional and disciplinary contexts. We source public student evaluations of teaching fromRateMyProfessor.comand information regarding career and contemporary research performance indicators from the companyAcademicAnalytics. The factors most associated with higher student ratings were the attractiveness of the faculty and the student’s interest in the class; the factors most associated with lower student ratings were course difficulty and whether student comments mentioned an accent or a teaching assistant. Moreover, faculty tended to be rated more highly when they were young, male, White, in the Humanities, and held arank of full professor. We observed little to no evidence of any relationship, positive or negative, between student evaluations of teaching and research performance. These results shed light on what factors relate to student evaluations of teaching across diverse contexts and contribute to the continuing discussion teaching evaluation and faculty assessment.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Exploring the personal and professional factors associatedwith student evaluations of tenure-track faculty

Murray,

Boothby,

Zhao

et al. 2019

Preprint

View full text Add to dashboard Cite

show abstract

“…This pattern addresses the psychometric challenges of satisfaction surveys: reliability, validity [32,33], leniency error [34] or the halo effect [35]. Additionally, these surveys are subject to the influence of different bias variables, such as teacher gender [36], age [37], size of the group [38], or grades expected by the student [39]. To all of the above must also be added the growing problem of low student participation.…”

Section: Quality Control In Teachingmentioning

confidence: 99%

Quality Control Systems in Higher Education Supported by the Use of Mobile Messaging Services

et al. 2019

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This study breaks away from the immobility experienced by quality control systems in higher education. The authors, following the Sustainable Development Goals (SDGs) on quality education set by the United Nations, propose a questionnaire delivery system through mobile messaging services that overcomes the problem of the low response rates of students for these surveys. The research follows an experimental design, is developed over three years, and involves 811 subjects who are distributed in two groups: an experimental group, in which the questionnaires are delivered through mobile messaging services, and a control group. The researchers examine the existence of differences in response rates through a descriptive comparative exploration between the two groups, also applying the Student’s t-test to evaluate the significance of the findings. The results reveal that the rates for the experimental group are not only higher than those achieved for the control group but are also significant. The authors conclude that the delivery of surveys through mobile messaging services significantly increases response rates. This fact improves the representativity of the information collected and meets the goals of the quality control system with greater certainty.

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“…There are diverse biases that could potentially affect SET responses. Several authors have highlighted that a gender bias influences SET results, yielding lower ratings for female instructors (Boring, Ottoboni, & Stark, 2016;MacNell, Driscoll, & Hunt, 2014) compared to male instructors (Gehrt, Louie, & Osland, 2014;Huebner & Magel, 2015;Mengel, Sauermann, & Zölitz, 2017;Miles & House, 2015;Wilson, Beyer, & Monteiro, 2014). Others have shown evidence of female instructors obtaining higher SET results than males (Centra & Gaubatz, 2000;Smith, Yoo, Farr, Salmon, & Miller, 2007), while others have shown no gender difference (Wright & Jenkins-Guarnieri, 2012).…”

Section: Potential Biases Affecting Responsesmentioning

confidence: 99%

“…Cho, Otani, & Kim, 2014). Instructor age has negatively impacted student perceptions of teachers (Wilson et al, 2014), and has negatively correlated with evaluations on ratemyprofessor.com (Stonebraker & Stone, 2015). Additionally, instructor race and ethnicity appeared to have affected SET results when teachers were visible minorities (Merritt, 2012).…”

Section: Potential Biases Affecting Responsesmentioning

confidence: 99%

“Somebody has to teach the ‘broccoli’ course”: Administrators Navigating Student Evaluations of Teaching (SET)

Vargas-Madriz

Nocente

Best-Bertwistle

et al. 2019

Canadian Journal of Higher Education

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Professor Age Affects Student Ratings: Halo Effect for Younger Teachers

Cited by 32 publications

References 23 publications

Exploring the personal and professional factors associatedwith student evaluations of tenure-track faculty

Exploring the personal and professional factors associatedwith student evaluations of tenure-track faculty

Quality Control Systems in Higher Education Supported by the Use of Mobile Messaging Services

“Somebody has to teach the ‘broccoli’ course”: Administrators Navigating Student Evaluations of Teaching (SET)

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