Student Evaluations of Teaching: Combining the Meta-Analyses and Demonstrating Further Evidence for Effective Use

Autor/inn/en	Wright, Stephen L.; Jenkins-Guarnieri, Michael A.
Titel	Student Evaluations of Teaching: Combining the Meta-Analyses and Demonstrating Further Evidence for Effective Use
Quelle	In: Assessment & Evaluation in Higher Education, 37 (2012) 6, S.683-699 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2011.563279
Schlagwörter	Gender Bias; Student Evaluation of Teacher Performance; Evaluation Research; Meta Analysis; Effect Size; Test Validity; Construct Validity; Consultants; Grades (Scholastic); Academic Achievement; Feedback (Response); Teacher Characteristics; College Students; College Faculty + Suchen Sie Ihr Suchwort? Geschlechterstereotyp; Evaluationsforschung; Meta-analysis; Metaanalyse; Testvalidität; Consultant; Berater; Notenspiegel; Schulleistung; Collegestudent; Fakultät
Abstract	There is a plethora of research on student evaluations of teaching (SETs) regarding their validity, susceptibility to bias, practical use and effective implementation. Given that there is not one study summarising all these domains of research, a comprehensive overview of SETs was conducted by combining all prior meta-analyses related to SETs. Eleven meta-analyses were identified, and nine meta-analyses covering 193 studies were included in the analysis, which yielded a small-to-medium overall weighted mean effect size (r = 0.26) between SETs and the variables studied. Findings suggest that SETs appear to be valid, have practical use that is largely free from gender bias and are most effective when implemented with consultation strategies. Research, teaching and policy implications are discussed. (Contains 1 note and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10