{"title":"Performance evaluation in teaching: Dissecting student evaluations in higher education","authors":"Steve Cook , Duncan Watson , Robert Webb","doi":"10.1016/j.stueduc.2024.101342","DOIUrl":null,"url":null,"abstract":"<div><p>Numerous studies have highlighted the significant role of Student Evaluations of Teaching (SETs) as a key metric for assessing teaching quality in Higher Education (HE). Building upon these insights, our study introduces an innovative four-tiered model, derived from diverse research, to examine the reliability of SETs. This model addresses biases associated with SETs, delving into both statistical anomalies and cognitive biases, with particular emphasis on often-overlooked hidden context and timing factors. We reveal that these biases can distort SET scores, leading to potentially inaccurate representations of both individual and comparative academic performances. The implications of our research are significant for those influencing HE policy-making and performance evaluation. We echo previous calls for a more expansive approach to teaching effectiveness, essential for genuine insight into teaching quality. By adopting this perspective, HE can design better-informed strategies, ensuring policies and practices reflect the diverse nature of teaching excellence.</p></div>","PeriodicalId":47539,"journal":{"name":"Studies in Educational Evaluation","volume":null,"pages":null},"PeriodicalIF":2.6000,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0191491X2400021X/pdfft?md5=87499c57cca206a35638d071ace5318e&pid=1-s2.0-S0191491X2400021X-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Educational Evaluation","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0191491X2400021X","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Numerous studies have highlighted the significant role of Student Evaluations of Teaching (SETs) as a key metric for assessing teaching quality in Higher Education (HE). Building upon these insights, our study introduces an innovative four-tiered model, derived from diverse research, to examine the reliability of SETs. This model addresses biases associated with SETs, delving into both statistical anomalies and cognitive biases, with particular emphasis on often-overlooked hidden context and timing factors. We reveal that these biases can distort SET scores, leading to potentially inaccurate representations of both individual and comparative academic performances. The implications of our research are significant for those influencing HE policy-making and performance evaluation. We echo previous calls for a more expansive approach to teaching effectiveness, essential for genuine insight into teaching quality. By adopting this perspective, HE can design better-informed strategies, ensuring policies and practices reflect the diverse nature of teaching excellence.
许多研究都强调了学生教学评价(SET)作为评估高等教育(HE)教学质量的关键指标所发挥的重要作用。基于这些见解,我们的研究引入了一个创新性的四层模型,该模型源于多项研究,用于检验学生评教的可靠性。该模型针对与 SET 相关的偏差,深入研究了统计异常和认知偏差,并特别强调了经常被忽视的隐藏背景和时间因素。我们发现,这些偏差会扭曲 SET 分数,导致对个人和比较学业成绩的潜在不准确表述。我们的研究对那些影响高等教育政策制定和绩效评估的人来说意义重大。我们赞同以前的呼吁,即对教学效果采取更广泛的方法,这对真正深入了解教学质量至关重要。通过采用这种视角,高校可以设计出更明智的策略,确保政策和实践反映出卓越教学的多样性。
期刊介绍:
Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.