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Empirical investigation of the factors affecting SET results

Empirical investigation of the factors affecting SET results Investigates the factors affecting student evaluation of teaching (SET). A total of 170 teaching evaluations conducted at the Nanyang Business School (Singapore) were analysed by regressing the overall teaching index on the following variables: subject characteristics (stream, year and type), class characteristics (format, size, time and day), evaluation characteristics (response, time and day), and teacher characteristics (age, gender and rank). Indicates that better teaching evaluation is associated with a smaller class size and a larger number of evaluation responses. Also, teachers of middle‐level subjects receive relatively poorer SET results. Further, SET administered in the later part of the week attract better student evaluation. Finds that teacher characteristics have no significant impact on SET results. Confirms the existence of potential biasing factors, hence, SET should be used with caution and not be the only method of evaluating teachers. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Educational Management Emerald Publishing

Empirical investigation of the factors affecting SET results

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References (45)

Publisher
Emerald Publishing
Copyright
Copyright © 1997 MCB UP Ltd. All rights reserved.
ISSN
0951-354X
DOI
10.1108/09513549710186272
Publisher site
See Article on Publisher Site

Abstract

Investigates the factors affecting student evaluation of teaching (SET). A total of 170 teaching evaluations conducted at the Nanyang Business School (Singapore) were analysed by regressing the overall teaching index on the following variables: subject characteristics (stream, year and type), class characteristics (format, size, time and day), evaluation characteristics (response, time and day), and teacher characteristics (age, gender and rank). Indicates that better teaching evaluation is associated with a smaller class size and a larger number of evaluation responses. Also, teachers of middle‐level subjects receive relatively poorer SET results. Further, SET administered in the later part of the week attract better student evaluation. Finds that teacher characteristics have no significant impact on SET results. Confirms the existence of potential biasing factors, hence, SET should be used with caution and not be the only method of evaluating teachers.

Journal

International Journal of Educational ManagementEmerald Publishing

Published: Aug 1, 1997

Keywords: Evaluation; Performance appraisal; Students; Teachers

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