ERIC Number: EJ1030222
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 20
The (Mis)interpretation of Teaching Evaluations by College Faculty and Administrators
Boysen, Guy A.; Kelly, Timothy J.; Raesly, Holly N.; Casner, Robert W.
Assessment & Evaluation in Higher Education, v39 n6 p641-656 2014
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.
Descriptors: Student Evaluation of Teacher Performance, College Students, College Faculty, Administrators, Accuracy, Teaching Skills, Teaching Methods, Educational Assessment, Teacher Evaluation, Validity, College Instruction, Data Interpretation, Merit Pay, Teacher Surveys, Online Surveys
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A