An integrated strategy for the analysis of student evaluation of teaching: from descriptive measures to explanatory models

An integrated strategy for the analysis of student evaluation of teaching: from descriptive... Over the last decade, the assessment of university teaching quality has assumed a prominent role in the university system with the main purpose of improving the quality of courses offered to students. As a result of this process, a host of studies on the evaluation of university teaching was devoted to the Italian system, covering different topics and considering case studies and methodological issues. Based upon this debate, the contribution aims to present an integrated strategy of analysis which combines both descriptive and model-based methods for the treatment of student evaluation of teaching data. More specifically, the joint use of item response theory and multilevel models allows, on the one hand, to compare courses’ ranking based on different indicators and, on the other hand, to define a model-based approach for building up indicators of overall students’ satisfaction, while adjusting for their characteristics and differences in the compositional variables across courses. The usefulness and the relative merits of the proposed procedure are discussed within a real data set. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Quality & Quantity Springer Journals

An integrated strategy for the analysis of student evaluation of teaching: from descriptive measures to explanatory models

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Publisher
Springer Netherlands
Copyright
Copyright © 2016 by Springer Science+Business Media Dordrecht
Subject
Social Sciences; Methodology of the Social Sciences; Social Sciences, general
ISSN
0033-5177
eISSN
1573-7845
D.O.I.
10.1007/s11135-016-0432-0
Publisher site
See Article on Publisher Site

Abstract

Over the last decade, the assessment of university teaching quality has assumed a prominent role in the university system with the main purpose of improving the quality of courses offered to students. As a result of this process, a host of studies on the evaluation of university teaching was devoted to the Italian system, covering different topics and considering case studies and methodological issues. Based upon this debate, the contribution aims to present an integrated strategy of analysis which combines both descriptive and model-based methods for the treatment of student evaluation of teaching data. More specifically, the joint use of item response theory and multilevel models allows, on the one hand, to compare courses’ ranking based on different indicators and, on the other hand, to define a model-based approach for building up indicators of overall students’ satisfaction, while adjusting for their characteristics and differences in the compositional variables across courses. The usefulness and the relative merits of the proposed procedure are discussed within a real data set.

Journal

Quality & QuantitySpringer Journals

Published: Oct 11, 2016

References

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