How fair are student ratings in assessing the teaching performance of university teachers?

How fair are student ratings in assessing the teaching performance of university teachers?

• Kwan, Kam Por Hong Kong Polytenic University

Assessment & Evaluation in Higher Education, 24(2), 181-195, 1999

Routledge

1999

• M Teachers & Education for Teachers
  • MH Teacher Evaluation : Teacher Effectiveness

Analysis of Variance Class Size Departments Foreign Countries Higher Education Intellectual Disciplines Rating Scales Student Evaluation of Teacher Performance Validity Hong Kong

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

This paper examines the effects of course characteristics on student ratings of university teaching. The multivariate effects of various course characteristics on student ratings of university teachers were examined by a 54322 multivariate analysis of variance (MANOVA) with academic discipline, class size, level of course, type of course, and mode of study as independent variables and a set of six composite student ratings as the dependent variable. Data were obtained from a university in Hong Kong and consisted of 4996 course average ratings collected from 25 departments over two academic years. Significant differences were found in course average student ratings across academic disciplines, class size groups, course levels, types of course, and modes of study. The effect sizes of the largest differences between sub-groups within each of the factors were also estimated. Academic discipline differences and class size were found to have the largest effect on student ratings, with effect sizes of 0.43-0.86 and 0.55-1.01 respectively. Implications of the findings are discussed.
[Copyright of Assessment & Evaluation in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0260293990240207]

• English

Journal Articles

• 02602938

• 10.1080/0260293990240207

https://bibliography.lib.eduhk.hk/bibs/f3a60647

2010-09-08