Signed versus Unsigned Student Evaluations of Teaching: A Comparison

Fries, Christopher J.; McNinch, R. James

doi:10.2307/3211331

Cited by 25 publications

(26 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The findings uncovered student's perceptions, showing a link between perceived age and approachability, perceived age and knowledge, and perceptions of females faculty and attractiveness. First, we found that age statistically significantly predicts knowledge that agrees with the findings of Fries and McNingh (2003) that concluded that experience might matter to students. ''[S]tudents gave instructors with less than 5 years of experience lower mean scores, more comments, and more critical comments than they did to instructors with more experience.''…”

Section: Discussionsupporting

confidence: 86%

“…Males in general, and White males specifically, were perceived as more knowledgeable than females, a fact that has been found in other literature. Fries and McNingh (2003) found that ''students rank female instructors consistently lower than their male counterparts in all categories while simultaneously giving a higher percentage of negative comments to their female instructors.'' (p.341).…”

Section: Discussionmentioning

confidence: 98%

See 1 more Smart Citation

Student inferences based on facial appearance

Mendez

2015

High Educ

View full text Add to dashboard Cite

This study extends the scope of research that examines the connection between physical attractiveness and student perception through a survey analysis. While other studies concentrate on physical attractiveness alone, we examined not only perceptions of attractiveness but its impact on students' perception of knowledge, approachability and faculty selection in a hypothetical course. Using ordered logistic regression, logistic regression and ordinary least squares regression to examine the interaction between age, attractiveness, knowledge and approachability, our findings show that younger faculty members are perceived as more approachable and more attractive, while older faculty members are perceived as more knowledgeable. Faculty perceived as more attractive are also perceived to be more approachable. Further, we test the impact that these results have on faculty selection in a hypothetical course and find that students are more likely to select an attractive and approachable faculty member to take a course with, regardless of perceived knowledge of the faculty member. Overall, although the perception of beauty may be cursory, its results may not be when considering the primacy effect, role model effect and teaching effectiveness assessment.Every semester, millions of American college students enroll in various courses in colleges and universities under faculty where lectures are given and exams are proctored, learning is

show abstract

Section: Discussionsupporting

confidence: 86%

Section: Discussionmentioning

confidence: 98%

Student inferences based on facial appearance

Mendez

2015

High Educ

View full text Add to dashboard Cite

show abstract

“…In this study, the class sizes were between 15-18, the subject was English language, and the questionnaires were filled out anonymously. The higher ratings given were consistent with the results of previous research which indicates higher ratings based on subject (Humanities and Arts are rated more positively), class size (smaller classes give higher ratings) and anonymity (Braskamp & Ory, 1994;Davies et al, 2006;Fries & McNinch, 2003;Neumann, 2000;Worthington, 2002).…”

Section: International Journal Of Educationsupporting

confidence: 81%

“…A great many studies shows that anonymity has an effect on students' evaluations of teachers, and that non-anonymous methods result in higher ratings than anonymous ones (Fries &McNinch, 2003). Davies et al (2010) indicate that the purpose, the content and the type of surveys are important factors, and these vary from institution to institution, which might cause different interpretations.…”

Section: Introductionmentioning

confidence: 99%

Investigating Student Evaluation of Teachers by Using Latent Class Analysis: A Case Study at a Tertiary Level

Üstünlüoğlu

Gungor-Culha²

2012

IJE

View full text Add to dashboard Cite

Student evaluations of teaching and teacher (SET) have become the focus of extensive data collection, due to high levels of competition in education. Yet, analysis of the data collected from students has been relatively neglected in favor of evaluation. Furthermore, heterogeneity of student population with different academic background may require advanced statistical techniques, such as Latent Class Analysis (LCA), used in the context of Latent Variable Models, to disclose latent classes or structures by the manifest variables. The purpose of the study is to identify distinct groups of students based on their SET ratings and use the LCA method to discover whether there is a discrepancy in the identified classes in terms of level of success and gender. The study also aims to present a descriptive examination regarding the students who evaluated the instructors and which classes they belonged to. The following three conclusions have been drawn from this research; that different typological structures of student exist in the institution, that there are differences in the identified classes in terms of gender, and that, regardless of whether they were successful or not, students were generally positive about teachers.

show abstract

“…Studies addressing anonymity in self-rating in educational research to date mainly focus on students' evaluations of teaching or lecturer's performances (e.g. Fries and McNinch 2003;Opren 1980) or students' learning experience (e.g. Jessup, Connolly and Galegher 1990;Connolly, Jessup and Valacich 1990).…”

Section: Introductionmentioning

confidence: 99%

Self-rating and respondent anonymity

Goh

Lee

Hairon

2010

Educational Research

View full text Add to dashboard Cite

Background: Most empirical investigations in survey research have been conducted using self-reported or self-evaluated item responses. Such measures are common because they are relatively easy to obtain and are often the only feasible way to assess constructs of interest. In order to improve on the validity of self-reports it has become a common practice to disguise the identities of respondents or to assure them of the confidentiality of their responses. Purpose: The purpose of this study is to investigate the effect of anonymity on teachers' perceptions of their own teaching skills (i.e. curriculum, pedagogical and assessment skills). Their reporting officers' perceptions of the teachers' teaching skills were used as the reference criterion against which anonymous and identified teachers' perceptions were compared. Sample: A total of 171 teachers and 39 reporting officers from eight schools in Singapore participated in the study. The teachers were randomly assigned into the two groups of teachers (anonymous and non-anonymous teachers) of equivalent teaching skills. Design and methods: To ensure validity of comparisons, measures of perceptions must necessarily be made on the same scale for each of the three teaching skills components. Hence Rasch analysis was done using linear Rasch measures in logits rather than the non-linear raw scores. The measures of perceptions obtained from the Rasch analysis for the three groups of respondents were compared using the analysis of variance (ANOVA) and the Least Significance Difference (LSD) test. Results: The findings indicate that there is no statistically significant difference between the anonymous and non-anonymous teachers' and the reporting officers' perceptions of their teachers' teaching skills. Conclusions: This study has provided empirical evidence that the effect of anonymity is absent in teachers' perceptions of their own teaching skills, namely curriculum, pedagogical and assessment skills. It was also found that the reporting officers' perceptions of their teachers' teaching skills did not differ significantly from the two teacher groups (anonymous and non-anonymous). It is evident that clarity in roles and responsibilities in the appraisal system may work together with national cultural values (such as Asian abasement and moderation) to explain the teachers' self-rating response behaviours.

show abstract

Signed versus Unsigned Student Evaluations of Teaching: A Comparison

Cited by 25 publications

References 15 publications

Student inferences based on facial appearance

Student inferences based on facial appearance

Investigating Student Evaluation of Teachers by Using Latent Class Analysis: A Case Study at a Tertiary Level

Self-rating and respondent anonymity

Contact Info

Product

Resources

About