NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1131213
Record Type: Journal
Publication Date: 2016
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1052-8008
Using Conjoint Analysis to Evaluate and Reward Teaching Performance
Bacon, Donald R.; Zheng, Yilong; Stewart, Kim A.; Johnson, Carol J.; Paul, Pallab
Marketing Education Review, v26 n3 p143-153 2016
Although widely used, student evaluations of teaching do not address several factors that should be considered in evaluating teaching performance such as new course preparations, teaching larger classes, and inconvenient class times. Consequently, the incentive exists to avoid certain teaching assignments to achieve high SET scores while minimizing workload. This hinders curriculum innovation and development and potentially creates dysfunction in the college. The authors demonstrate how conjoint analysis can be applied to create a model of teaching evaluation that simultaneously considers many aspects of teaching performance and increases fairness in the appraisal process. Findings from a pilot implementation are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado (Denver)
Grant or Contract Numbers: N/A