Recent research conducted at numerous universities has found evidence of instructor-gender differences in student evaluations of teaching (SET). This paper examines whether such gender effects exist in "instructor overall" ratings within a database of SET that includes almost 600,000 observations from the past 11 years for the Faculty of…

Institutions of higher education continue to migrate student evaluations of teaching (SET) from traditional, in-class paper forms to online SETs. Online SETs would favorably compare to paper-and-pencil evaluations were it not for widely reported response rate decreases that cause SET validity concerns stemming from possible nonresponse bias. To…

In recent years many universities switched from paper- to online-based student evaluation of teaching (SET) without knowing the consequences for data quality. Based on a series of three consecutive field experiments--a split-half design, twin courses, and pre-post-measurements--this paper examines the effects of survey mode on SET. First, all…

This experimental study concerned the effects of repeated students' evaluations of teaching coupled with collaborative consultation on professors' instructional skills. Twenty-five psychology professors from a Dutch university were randomly assigned to either a control group or an experimental group. During their course, students evaluated them…

This study tested the Systematic Distortion Hypothesis by examining the factorial validity of student ratings of university teaching. Factorial validity is defined as the degree to which covariance among judged traits resembles the actual or true covariation of observable behaviors underlying these traits. Although many studies have examined the…

Student rating of teachers in science, math, education, social sciences, humanities, and business were analyzed to determine teacher attributes which correlated with teaching effectiveness ratings. Results: knowing when students understood him, increasing students' appreciation of the subject, answering impromptu questions satisfactorily,…

Results of two experiments at the University of South Florida indicate that as grading practices are made less demanding, students learn less. They also suggest the possibility that the use of student-faculty evaluations influence the grading practices of instructors. (LBH)

The interactions of classroom experiences and selected student and faculty personality variables in faculty and course evaluations were studied. A student's need to achieve was found to be significantly related to faculty evaluation, and evaluation of course content and structure was significantly related to student personality variables.…

Whether various correlates of within-class ratings are to be interpreted as biasing factors or as natural influences on social perception is analyzed in terms of whether students' ratings are objective descriptions or subjective, evaluative reactions. (An extensive bibliography is included.) (Author/LBH)

Students' expectations (obtained on the first day) and the violation of these expectations are two possible factors that affect course evaluations. Their effects on students' final interest and future intentions are compared with students' actual reports of the class given at the end of the semester. (Author/MLW)

A systematic analysis of extant studies reveals a very weak inverse association between the size of class enrollment in a college course and students' overall evaluation of the course and its teacher, as well as between class size and evaluations of instructor's skill in presenting material and communicating information. (Author/MLW)

In general, the more knowledgeable the student in an area, the higher his ratings of courses and instructors in that area. Significant interactions among the four main effects were also found across the judgmental dimensions students utilized in evaluating instruction. (Author/LBH)

An examination of student evaluation of course quality showed student evaluation to be the most powerful input variable. Lecturer and textbook evaluation had significant effects on whether the student would recommend the course to others. The quality of instruction in introductory courses has impact on future enrollment plans. (Author/MLW)

A study in which Filipino and American undergraduate students rated college instructor characteristics according to their perceived importance for effective teaching is discussed. Filipino students rated items pertaining to authoritarianism and personal appearance of the instructor as significantly more important for effective teaching than did…

A study conducted in Israel and the United States to develop a scale of students' satisfaction with college instruction, to assess the dimensions behind the scale, and to examine four predictors (sex, major, school year, and academic performance) that may affect satisfaction with instruction is presented. (Author/MLW)