The Impact of Student Perceptions and Characteristics on Teaching Evaluations: A Case Study in Finance Education
Worthington, Andrew C. (2002) The Impact of Student Perceptions and Characteristics on Teaching Evaluations: A Case Study in Finance Education. Assessment and Evaluation in Higher Education: an international journal, 27(1), pp. 49-64.
This study uses an ordered probit model to examine the impact of student characteristics and perceptions of the teaching evaluation process on student ratings. The results indicate that expected grade, ethnic background, gender and age are a significant influence on student ratings. A primary student-based influence on teaching evaluation performance would appear to be the perceived potential outcome of the evaluation in terms of tenure, promotion and salary decisions, and improvements in teaching and staff allocation. The impact of student perceptions and characteristics is also found to vary across the various dimensions of teaching performance with the potential bias being highest for evaluation questions relating to overall performance, and lowest for questions relating to formative assessment and deep learning outcomes.
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|Item Type:||Journal Article|
|Keywords:||student evaluations, ordered probit, teaching performance|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Education Assessment and Evaluation (130303)|
Australian and New Zealand Standard Research Classification > COMMERCE MANAGEMENT TOURISM AND SERVICES (150000) > BANKING FINANCE AND INVESTMENT (150200) > Banking Finance and Investment not elsewhere classified (150299)
|Divisions:||Current > QUT Faculties and Divisions > QUT Business School|
|Copyright Owner:||Copyright 2002 Taylor & Francis|
|Copyright Statement:||First published in Assessment and Evaluation in Higher Education 27(1):pp. 49-64.|
|Deposited On:||21 Nov 2005|
|Last Modified:||05 Jan 2011 23:25|
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