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Higher Education Studies, v3 n5 p81-93 2013

The use of student ratings to measure instructors' teaching performance and effectiveness in tertiary education has been an important but controversial tool in the improvement of teaching quality during the past few decades. This is an attempt to explore non-instructional factors of student evaluations by discussing and reviewing relevant literature with regard to the most common non-instructional factors in student ratings. Moreover, semi-structured interviews were used with 14 college instructors. The findings show that most of the teachers support the use of student evaluations as a means of quality control and teaching improvement. However, the great majority of teachers expressed their concerns about the non-instructional factors which affect student ratings and make them meaningless. They reported that gender, time of evaluation, expected grades, nationality of the instructor, and other factors can affect student ratings. The study proposes some recommendations which might make student evaluation practices more useful and informative.

Descriptors: Foreign Countries, Student Evaluation of Teacher Performance, College Students, Semi Structured Interviews, Teacher Attitudes, College Faculty, Teacher Effectiveness, Grading, Grade Inflation, Bias, Gender Differences, Expectation, Qualitative Research

Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: hes[at]ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/hes

Author: Ali, Holi Ibrahim Holi; Al Ajmi, Ahmed Ali Saleh

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4017&id=EJ1079283

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