Identifying potential biasing variables in student evaluation of teaching in a newly accredited business program in the UAE

Identifying potential biasing variables in student evaluation of teaching in a newly accredited... Purpose – The purpose of this paper is to investigate the effect of many factors on student evaluation of teaching. Design/methodology/approach – The study analyzed 3,185 student evaluations of faculty from a newly accredited business program at the United Arab Emirates University using univariate and multi‐analysis of variance (ANOVA and MANOVA). Findings – The findings support previous research regarding the existence of potential biasing factors. The results indicate that expected grade, actual grade, course level, class size, course timing, student gender and course subject significantly affect student evaluation of teaching. Originality/value – Comparing individual faculty ratings regardless of other factors might not be fair. Our findings support the call of other researchers that ignoring these other factors may bias or make questionable the validity of student evaluation of teaching as a means of performance appraisal of faculty. Because of the possible existence of biasing factors in SET, there is a need to supplement it with other measures of teaching effectiveness http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Educational Management Emerald Publishing

Identifying potential biasing variables in student evaluation of teaching in a newly accredited business program in the UAE

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Publisher
Emerald Publishing
Copyright
Copyright © 2006 Emerald Group Publishing Limited. All rights reserved.
ISSN
0951-354X
DOI
10.1108/09513540610639585
Publisher site
See Article on Publisher Site

Abstract

Purpose – The purpose of this paper is to investigate the effect of many factors on student evaluation of teaching. Design/methodology/approach – The study analyzed 3,185 student evaluations of faculty from a newly accredited business program at the United Arab Emirates University using univariate and multi‐analysis of variance (ANOVA and MANOVA). Findings – The findings support previous research regarding the existence of potential biasing factors. The results indicate that expected grade, actual grade, course level, class size, course timing, student gender and course subject significantly affect student evaluation of teaching. Originality/value – Comparing individual faculty ratings regardless of other factors might not be fair. Our findings support the call of other researchers that ignoring these other factors may bias or make questionable the validity of student evaluation of teaching as a means of performance appraisal of faculty. Because of the possible existence of biasing factors in SET, there is a need to supplement it with other measures of teaching effectiveness

Journal

International Journal of Educational ManagementEmerald Publishing

Published: Jan 1, 2006

Keywords: Students; Teachers; Job evaluation; Bias; United Arab Emirates

References

  • Typical faculty concerns about evaluation of teaching
    Aleamoni, L.
  • How Departments of Economics evaluate teaching
    Becker, E.; Watts, M.
  • Students do rate different academic fields differently
    Cashin, W.
  • Return to academic standards: a critique of student evaluations of teaching effectiveness
    Emery, C.; Kramer, T.; Tian, R.
  • Empirical investigation of the factors affecting SET results
    Koh, H.; Tan, T.
  • Evidence and control of biases in student evaluations of teaching
    Liaw, S.; Goh, K.
  • Student evaluation of faculty: a new procedure for aggregate measures of performance
    Mason, P.; Steagall, J.; Fabritius, M.

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