Student Ratings of Instruction in College and University Courses

Benton, Stephen L.; Cashin, William E.

doi:10.1007/978-94-017-8005-6_7

Cited by 91 publications

(112 citation statements)

References 121 publications

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“…An advantage of student ratings is that they usually span many observers at once, thereby substantially decreasing observer bias (Marsh, ; Richardson, ). In addition, research shows that students ratings vary primarily as a function of the teacher's teaching skill (Benton & Cashin, ; Richardson, ). Furthermore, student ratings tend to be stable over time (Benton & Cashin, ), which suggests that students rate teaching acts according to their average perception across all previous encounters.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…In addition, research shows that students ratings vary primarily as a function of the teacher's teaching skill (Benton & Cashin, ; Richardson, ). Furthermore, student ratings tend to be stable over time (Benton & Cashin, ), which suggests that students rate teaching acts according to their average perception across all previous encounters. These advantages make student ratings considerably more cost‐effective than classroom observations.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“…Concerns with student ratings mostly involve the potential for bias. Researchers have directed considerable attention to bias due to students’ expectations about their grades (i.e., whether students favor lenient graders) and due to students’ prior interest in the subject matter (i.e., whether students misattribute their own subject matter interest to be caused by the teacher), but these biases are generally small (Benton & Cashin, ; Marsh, ; Richardson, ). More profound concerns relate to student expertise; younger students in particular may not be aware of valuable information required to evaluate teachers (Peterson, ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

See 2 more Smart Citations

Developing a Teacher Evaluation Instrument to Provide Formative Feedback Using Student Ratings of Teaching Acts

Lans

Grift

Veen

2015

Educational Measurement

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This study reports on the development of a teacher evaluation instrument, based on students' observations, which exhibits cumulative ordering in terms of the complexity of teaching acts. The study integrates theory on teacher development with theory on teacher effectiveness and applies a cross-validation procedure to verify whether teaching acts have a cumulative order. The resulting teacher evaluation instrument comprises 32 teaching acts with cumulative ordering in terms of complexity. This ordering aligns with prior teacher development research. It also represents a valuable extension in that the instrument can provide feedback about a teacher's current phase of development and advice for improvement.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

Section: Theoretical Backgroundmentioning

confidence: 99%

See 1 more Smart Citation

Developing a Teacher Evaluation Instrument to Provide Formative Feedback Using Student Ratings of Teaching Acts

Lans

Grift

Veen

2015

Educational Measurement

View full text Add to dashboard Cite

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“…A typical college course evaluation is summative, and is often utilized by administrators to determine a faculty member's worth, and to decide whether to retain and promote (Aleamoni, 1999;Benton and Cashin, 2014;Marsh, 2007). Unfortunately, there is debate over whether such instruments necessarily correlate with evidence-based assessment of student gains, and whether they predict student performance on tests and/or in subsequent classes (Braga, Paccagnella, Pellizzari, 2011;Carpenter, 2013;Carrell, 2009).…”

Section: Bias In Student Evaluationsmentioning

confidence: 99%

Swimming Against the Tide: Gender Bias in the Physics Classroom

Graves

Hoshino-Browne

Lui

2017

J Women Minor Scien Eng

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This study examines physics students' evaluations of identical, video-recorded lectures performed by female and male actors playing the role of professors. The results indicate that evaluations by male students show statistically significant overall biases with male professors rated more positively than female professors. Female students tended to be egalitarian, except in two areas. Female students evaluated female professors' interpersonal/communicative skills more positively than male professors'. They evaluated female professors' scientific knowledge and skills less positively than that of male professors just as male students did. These findings are relevant to two areas of research on bias in evaluation: rater-ratee similarity bias and stereotype confirmation bias. Results from this study have important implications for efforts

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“…In the United Kingdom, the allocation of government funding according to quantitative research productivity assessments has spawned extensive debate and undermined faculty morale (Ball ; Gregson et al ; Pain et al ; Rogers et al ). In the United States, research assessment burdens are escalating less centrally, but student evaluations of teaching strongly influence career paths of junior faculty, and tenure and promotion processes often privilege research quantity over quality (Benton and Cashin ; Lane ). For the last two decades, similar experiences have emerged around the globe, including Australia, New Zealand, continental Europe, Canada, South Africa, and beyond (Ball ; Brown et al ; Chan and Fisher ; Larner and Le Heron ; Metcalfe ; Ntshoe et al ; Rogers et al ).…”

Section: Engagementmentioning

confidence: 99%

Engagement in a Public Forum: Knowledge, Action, and Cosmopolitanism

Springuel

Wilson

Alden³

et al. 2016

Antipode

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Facing challenges to the civic purpose of higher education, some scholars and administrators turn to the rhetoric of engagement. Simultaneously, the political philosophy of cosmopolitanism has gained intellectual favor, advocating openness to the lived experiences of distant others. We articulate linkages between these two discourses in an extended case study, finding that a cosmopolitan ethos of engagement in a rural context can improve (1) understanding among people ordinarily separated by spatialized social-ecological differences, (2) prospects for longer term environmental sustainability, and (3) the visionary potential of collaborative inquiry. Despite globalization of food systems and neoliberal shifts in fishery management, an annual fisheries forum facilitates coalitions that overcome dichotomies between technocratic and local knowledge, extending benefits to fishing communities, academia, and public policy. Iterative and loosely structured capacity building expands informally through affective processes of recognition and care, as decentralized leadership supports collective mobilization toward alternate futures. Resumen: Enfrentando los desafíos de los fines cívicos de la educación superior, algunos académicos y administradores tornan a la retórica de engagement o involucración. Al mismo tiempo, la filosofía política del cosmopolitismo ha ganado reconocimiento, abogando por la apertura hacia las vivencias de los demás. Señalamos los vínculos entre estos dos discursos en un extenso estudio de caso, hallando que una ética cosmopolita de engagement en un contexto rural puede mejorar (1) la comprensión entre personas normalmente separadas por diferencias espaciales y socio-ecológicos, (2) las posibilidades de sostenibilidad medioambiental a largo plazo, y (3) el potencial visionario de la indagación colaborativa. A pesar de la globalización de los sistemas alimentarios y el aumento del neoliberalismo en la gestión de la pesca, un foro anual de pesquerías facilita coaliciones que superan las dicotomías entre el conocimiento tecnocrático y local, lo cual extiende beneficios a las comunidades pesqueras, la academia, y la política pública. Un desarrollo de capacidades iterativo y poco estructurado se expande de manera informal a través de procesos afectivos de reconocimiento y cuidado, mientras el liderazgo descentralizado apoya la movilización colectiva hacia futuros alternativos.

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Student Ratings of Instruction in College and University Courses

Cited by 91 publications

References 121 publications

Developing a Teacher Evaluation Instrument to Provide Formative Feedback Using Student Ratings of Teaching Acts

Developing a Teacher Evaluation Instrument to Provide Formative Feedback Using Student Ratings of Teaching Acts

Swimming Against the Tide: Gender Bias in the Physics Classroom

Engagement in a Public Forum: Knowledge, Action, and Cosmopolitanism

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