Statistical tools for student evaluation of academic educational quality

Abstract

Measuring academic educational quality presents three major difficulties, typical\ud of all customer satisfaction and service quality studies: the use of subjective scales; the\ud ordinal nature of the data; and the multifold structure of satisfaction. In order to solve these\ud problems, principal component analysis (PCA) of compositional data is proposed in this\ud work. The core idea behind this methodology is to analyze by PCA the relative information\ud within the data rather than focusing on absolute scores. This approach is discussed in\ud comparison with a widely used Item Response Theory method (the Partial Credit Model) in\ud order to assess its merits, e.g. always identifying a coherent preference structure. Both\ud procedures were, thus, carried out on a real dataset collected with the 2013/14 ANVUR\ud questionnaire by L’Universita´ di Napoli-L’Orientale

The validity of student evaluation of teaching: Is there gender bias?

“…However, there is still need for a unified measurement of student satisfaction and teaching performance. The SET emerged as a much needed quantitative metric (Simonacci & Gallo, 2017). The SET, on the one hand, makes the voice of students heard when it comes to the university affairs and, on the other hand, it provides the university administrators with an aura of accountability and legitimacy (Valsan & Sproule, 2008).…”

“…Although the process at a glance appears simple, in reality, it is far more complex and susceptible to the impact of internal and external factors. The three major issues which the SET encounters are the mostly ordinal type of data, the subjective nature of questions, and the multi-faced structure of student satisfaction (Simonacci & Gallo, 2017).…”

Teacher’s Evaluation and Statistical Analysis used by ABM Students in assessing their Educational Goals

“…2016). The statistical analysis of satisfaction in order to be coherent should take into account the variability of its many observable attributes, which are generally collected with multiple item questionnaires (Simonacci, V., & Gallo, M. 2017). Also, the method of data analysis within the grounded theory is a cyclical process that involves collecting data, analysis and theory becomes formally related to, and incorporated with existing knowledge (Crookes and Davies, 1998).…”

Evaluating the relationship between the course experience questionnaire and student satisfaction: A case from India

“…The theory of teaching quality has been the most influential concept in more advanced training organizations (Yin & Wang, 2015). Great attention is emphasized to the quality of education and student satisfaction (Simonacci & Gallo, 2017). There is an increasing pressure on higher education to raise student satisfaction by national and international competition, and it is reflected in improved performance in the university ranking (Dill & Soo, 2005; Sutherland, Warwick, & Anderson, 2019).…”