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Performance evaluation in teaching: Dissecting student evaluations in higher education

Steve Cook Orcid Logo, Duncan Watson, Robert Webb

Studies in Educational Evaluation, Volume: 81, Start page: 101342

Swansea University Author: Steve Cook Orcid Logo

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DOI (Published version): 10.1016/j.stueduc.2024.101342

Abstract

Numerous studies have highlighted the significant role of Student Evaluations of Teaching (SETs) as a key metric for assessing teaching quality in Higher Education (HE). Building upon these insights, our study introduces an innovative four-tiered model, derived from diverse research, to examine the...

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Published in: Studies in Educational Evaluation
ISSN: 0191-491X
Published: Elsevier BV 2024
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URI: https://cronfa.swan.ac.uk/Record/cronfa65799
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spelling v2 65799 2024-03-07 Performance evaluation in teaching: Dissecting student evaluations in higher education fce851eab28f6d8126d9bcd88250c6d5 0000-0002-1820-8390 Steve Cook Steve Cook true false 2024-03-07 ECON Numerous studies have highlighted the significant role of Student Evaluations of Teaching (SETs) as a key metric for assessing teaching quality in Higher Education (HE). Building upon these insights, our study introduces an innovative four-tiered model, derived from diverse research, to examine the reliability of SETs. This model addresses biases associated with SETs, delving into both statistical anomalies and cognitive biases, with particular emphasis on often-overlooked hidden context and timing factors. We reveal that these biases can distort SET scores, leading to potentially inaccurate representations of both individual and comparative academic performances. The implications of our research are significant for those influencing HE policy-making and performance evaluation. We echo previous calls for a more expansive approach to teaching effectiveness, essential for genuine insight into teaching quality. By adopting this perspective, HE can design better-informed strategies, ensuring policies and practices reflect the diverse nature of teaching excellence. Journal Article Studies in Educational Evaluation 81 101342 Elsevier BV 0191-491X Student evaluations of teaching; Pedagogical innovation; Student experience; Teaching quality 1 6 2024 2024-06-01 10.1016/j.stueduc.2024.101342 COLLEGE NANME Economics COLLEGE CODE ECON Swansea University Another institution paid the OA fee 2024-04-24T16:37:05.6569310 2024-03-07T19:49:22.6279925 Faculty of Humanities and Social Sciences School of Social Sciences - Economics Steve Cook 0000-0002-1820-8390 1 Duncan Watson 2 Robert Webb 3 65799__30140__0224046da05c45e38cfec964521fa6a7.pdf 65799.VoR.pdf 2024-04-24T16:35:25.3595897 Output 495558 application/pdf Version of Record true © 2024 The Author(s). Published by Elsevier Ltd. This is an open access article under the CC BY license. true eng http://creativecommons.org/licenses/by/4.0/
title Performance evaluation in teaching: Dissecting student evaluations in higher education
spellingShingle Performance evaluation in teaching: Dissecting student evaluations in higher education
Steve Cook
title_short Performance evaluation in teaching: Dissecting student evaluations in higher education
title_full Performance evaluation in teaching: Dissecting student evaluations in higher education
title_fullStr Performance evaluation in teaching: Dissecting student evaluations in higher education
title_full_unstemmed Performance evaluation in teaching: Dissecting student evaluations in higher education
title_sort Performance evaluation in teaching: Dissecting student evaluations in higher education
author_id_str_mv fce851eab28f6d8126d9bcd88250c6d5
author_id_fullname_str_mv fce851eab28f6d8126d9bcd88250c6d5_***_Steve Cook
author Steve Cook
author2 Steve Cook
Duncan Watson
Robert Webb
format Journal article
container_title Studies in Educational Evaluation
container_volume 81
container_start_page 101342
publishDate 2024
institution Swansea University
issn 0191-491X
doi_str_mv 10.1016/j.stueduc.2024.101342
publisher Elsevier BV
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Economics{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Economics
document_store_str 1
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description Numerous studies have highlighted the significant role of Student Evaluations of Teaching (SETs) as a key metric for assessing teaching quality in Higher Education (HE). Building upon these insights, our study introduces an innovative four-tiered model, derived from diverse research, to examine the reliability of SETs. This model addresses biases associated with SETs, delving into both statistical anomalies and cognitive biases, with particular emphasis on often-overlooked hidden context and timing factors. We reveal that these biases can distort SET scores, leading to potentially inaccurate representations of both individual and comparative academic performances. The implications of our research are significant for those influencing HE policy-making and performance evaluation. We echo previous calls for a more expansive approach to teaching effectiveness, essential for genuine insight into teaching quality. By adopting this perspective, HE can design better-informed strategies, ensuring policies and practices reflect the diverse nature of teaching excellence.
published_date 2024-06-01T16:37:04Z
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score 11.013148

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