Student Evaluation of Teaching in Higher Education: Evidence from Hong Kong

Autor/in	Jin, Jang C.
Titel	Student Evaluation of Teaching in Higher Education: Evidence from Hong Kong
Quelle	In: International Journal of Higher Education, 8 (2019) 5, S.95-109 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Foreign Countries; Student Evaluation of Teacher Performance; Student Attitudes; Teacher Effectiveness; Talent; Scores; Foreign Students; Student Characteristics; College Faculty; Comparative Analysis; Correlation; Grades (Scholastic); Class Size; Attribution Theory; Models; Tests; College Students; Teacher Student Relationship; English (Second Language); Language Proficiency; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Begabung; Hochbegabung; Fakultät; Korrelation; Notenspiegel; Klassengröße; Analogiemodell; Examination; Prüfung; Examen; Collegestudent; Teacher student relationships; Lehrer-Schüler-Beziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Hongkong
Abstract	This paper examines empirically the determinants of student evaluation of teaching (SET). Empirical models were specified and estimated using the SET data collected in Hong Kong over six academic years. A key finding is that three different origins of students had a differentiated impact on teaching evaluation. In particular, students from mainland China appreciated and rated teaching favorably, and hence the more mainland talents in the class, the higher the class-average SET scores. However, local Hong Kong students valued teaching and learning effectiveness unfavorably. Exchange students from abroad also dropped the class-average SET scores, as well as class-average student performance. The results suggest that raw SET scores should be used with care if classes are unbalanced with a large group of atypical students who work less but blame instructors for everything. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01