The (mis)interpretation of teaching evaluations by college faculty and administrators

Autor:	Robert W. Casner, Guy A. Boysen, Holly N. Raesly, Timothy J. Kelly
Rok vydání:	2013
Předmět:	Interpretation (philosophy) Teaching method Margin of error Merit pay computer.software_genre Education Empirical research Teaching skills Educational assessment ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education College instruction Psychology computer
Zdroj:	Assessment & Evaluation in Higher Education. 39:641-656
ISSN:	1469-297X 0260-2938
DOI:	10.1080/02602938.2013.860950
Popis:	Student evaluations of teaching are ubiquitous and impactful on the careers of college teachers. However, there is limited empirical research documenting the accuracy of people’s efforts in interpreting teaching evaluations. The current research consisted of three studies documenting the effect of small mean differences in teaching evaluations on judgements about teachers. Differences in means small enough to be within the margin of error significantly impacted faculty members’ assignment of merit-based rewards (Study 1), department heads’ evaluation of teaching techniques (Study 2) and faculty members’ evaluation of specific teaching skills (Study 3). The results suggest that faculty and administrators do not apply appropriate statistical principles when evaluating teaching evaluations and instead use a general heuristic that higher evaluations are better.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::d5269f6a017a260ac1819854a01e7789 https://doi.org/10.1080/02602938.2013.860950 Zobrazit plný text záznamu