دانلود رایگان مقاله لاتین امتیاز مربی با عملکرد دانش آموز از سایت الزویر
عنوان فارسی مقاله:
چرا دانش آموزان با عملکرد خوب به مربیانشان امتیاز بالاتری میدهند؟ شواهدی از یک آزمایش طبیعی
عنوان انگلیسی مقاله:
Why do good performing students highly rate their instructors? Evidence from a natural experiment
سال انتشار : 2015
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مقدمه انگلیسی مقاله:
1. Introduction
As there has been an increased emphasis on the public accountability of universities, the role of the faculty in teaching and conducting research at a university is becoming more important. Teaching plays a major role in college education, and the student evaluation of teaching (hereinafter, SET) is a reference for improving the quality of instruction (Lee & Cho, 2014). In many universities, student evaluations are used as key materials for the academic promotion process as well as associating the number of course registrations with the students’ preference for faculty. As a result, not only the course content (e.g., clarity of instruction, adequacy of course materials and instruction methods), but also other factors suchas an instruction itself (e.g., competency and enthusiasm of the faculty and grades assessed by student evaluations) are becoming significant. In previous studies, there have been many efforts to identify the determinants of student evaluations at universities, such as characteristics of faculty, courses, students, etc. First, as for faculty characteristics, many studies tried to examine the effects of faculty age, gender, and position (Feldman, 1984; Fernández & Mateo, 1997; Marsh, 2007; Ting, 2000). However, at most, the effect of faculty characteristics is found to be very minimal, and varies across studies. Second, there are also many studies on the effects of course characteristics on student evaluations. A study on the electivity of a course suggests that instructors teaching an elective course usually receive higher scores of student evaluations compared to the instructors teaching a required course (Marsh, Hau, Chung, & Siu, 1997). Among the fields of study, student evaluations are the highest for the faculty of college of arts and humanities, but the differences are notarge (Ory, 2001). Class size sometimes affects student evaluations. Feldman (1984) found that a very large or a very small class receives higher scores of student evaluations. Yet, on the contrary, a study by Bedard and Kuhn (2008) found that as class size becomes larger, student evaluations become lower. Third, as for students’ characteristics, some studies indicated that a student’s grade also influences student evaluations, suggesting a statistically significant positive relationship between the students’ grades in the current course and student evaluations (Arnold, 2009; Heckert, Latier, Ringwald, & Silvey, 2006; Spooren, 2010). Those studies interpreted this relationship as a reflection of the teaching effectiveness or student learning. Because students learn more and better from faculty who teach effectively than those who do not, they can get higher grades; thus, it naturally follows that a faculty member would obtain better student evaluations. Unlike these studies, many economics studies are concerned about bias on student evaluations because of the students’ expectations about their course grades. From a “bias” point of view, the students with good grades tend to highly rate their instructors on teaching evaluations. Thus, instructors are likely to have some incentive to give more inflated grades to students since teaching evaluation can ultimately affect the promotion of instructors. According to this “grading leniency” hypothesis, the faculty tries to “relax” grading standards in order to receive higher evaluations (e.g., Brockx, Spooren, & Mortelmans, 2011). Several studies employ an expected grade in order to empirically test the grading leniency hypothesis on student evaluations because students do not know their own course grades at the time of the evaluations (Aigner & Thum, 1986; Ewing, 2012; Ginexi, 2003; Greenwald & Gillmore, 1997; Isely & Singh, 2005; Krautmann & Sander, 1999; Matos-Diaz & Ragan, 2010; McPherson, 2006). However, since the expected grade denoted in the student evaluation questionnaires tends to be noisy (i.e., imprecise or perhaps biased), some studies alternatively use the course grades (Brockx et al., 2011; Marsh, 1984; Spooron, 2010; Weinberg, Hashimoto, & Fleisher, 2009). For example, Weinberg et al. (2009) use the actual grade in the current course as a measure of the expected grade because students can have some idea of what grades they will receive based on midterm results, homework scores, and other objective information on their course performance, as well as any possible “signals” from the instructor, although students generally do not receive perfect information on final grades before completing their evaluations. Instead of utilizing the expected or actual grades directly, some studies use the composite terms. For example, Isely and Singh (2005) use the gap between the expected grade and cumulative GPA as the relative expected grade, and Davies, Hirschberg, Lye, Johnston, and Mcdonald (2007) calculated the difference between the students’ course grades and average grade for other courses being taken during the same semester. The students who obtained higher grades, relative to their expectation, would hence give a psychological “gift” to their teachers by giving higher evaluations; whereas, it is the opposite with those students receiving lower grades than their expectations. Under the assumption that student with better grades are likely to give more favorable evaluations, this study focus on the possibility of a hedonic (implicit) exchange between the students’ course grades and student evaluations. In this paper, the reservation grade is defined as the minimum grade expected by students. If the actual grade is higher than the reservation grade, then a grade surplus is realized; as a result, students provide higher evaluations based on their hedonic value of the grade surplus. On the other hand, if the actual grade is lower than the reservation grade or in the face of a negative grade surplus, the students pay back by rating teachers through lower evaluations. Since students with better grades are likely to have a positive hedonic value of grade surplus, the empirical estimation (without appropriately considering this component) may be biased. This study will identify the very existence of the bias factor, suggesting that the positive influence of the students’ grades on teaching quality may have to be discounted as much as the bias factor. This paper is organized as follows. Section 2 demonstrates how the data for teaching evaluation was created. Section 3 describes the summary statistics of the data used in this study. Section 4 describes a theoretical model of this analysis. Section 5 describes the empirical models. Section 6 reports the results and Section 7 is the conclusion.
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کلمات کلیدی:
Why Kids Should Grade Teachers - The Atlantic https://www.theatlantic.com/magazine/archive/2012/10/why-kids...teachers/309088/ In math, for example, the teachers rated most highly by students delivered the ... The teachers union objects to any attempt to use the results in performance ... In fact, the best evidence for—and against—student surveys comes from their long ... Teacher quality and student achievement: Research review www.centerforpubliceducation.org › ... › Teacher quality and student achievement Nov 1, 2005 - Schools and their communities have always sought out the best ... Given all the factors related to student performance, how much ... A highly effective teacher, therefore, is one whose students show the .... In a related finding, an analysis of math achievement and dropout rates in a sample of California high ... Do student evaluations measure teaching effectiveness? • The ... blogs.berkeley.edu/2013/10/.../do-student-evaluations-measure-teaching-effectiveness... Oct 14, 2013 - Among faculty, student evaluations of teaching are a source of pride and .... Comparing an individual instructor's (average) performance with an overall ... “There is great evaluation of understanding in this course and ... We might expect attendance and response rates to in-class evaluations to be high. Student Evaluations: Feared, Loathed, and Not Going Anywhere | Vitae https://chroniclevitae.com/.../1011-student-evaluations-feared-loathed-and-not-going-... May 19, 2015 - Student ratings of professors can have the feel of a high-stakes game. .... another CUNY campus, says her faculty colleagues are rated on a five-point scale. ..... The US isn't in the top ten, let alone the top five top performing ... New analysis offers more evidence against student evaluations of ... https://www.insidehighered.com/.../new-analysis-offers-more-evidence-against-studen... Jan 11, 2016 - For their study, Stark and his colleagues performed advanced ... In the other, female students rate (apparently) male instructors higher.” ... male instructors were rated significantly more highly not by male students but by female students. .... I tend to regard evaluations as valid measures when mine are good ... People also ask What is the meaning of teacher quality? What is a student evaluation? Feedback Searches related to good performing students highly rate their instructors student evaluations of teachers student evaluations of college professors dealing with bad student evaluations
