Variables associated to university instructors effectiveness based on the student’s evaluations

Authors

  • Edna Luna Serrano Universidad Autónoma de Baja California
  • Vicente Arámburo Vizcarra Universidad Autónoma de Baja California

DOI:

https://doi.org/10.14507/epaa.v21n1.2013

Keywords:

Teacher Evaluation, Higher Education, Educational Policy

Abstract

This project considers the relationship between the teaching effectiveness ratings and the variables associated to the (a) teacher and (b) group characteristics, such as: (a) education, work contract, external certification, years of teaching experience; and (b) academic field and group size. The sample was 4,482 courses, taught by 826 teachers that were evaluated by students 108,422 times, along six semesters at a public university in Mexico. The study was analyzed through descriptive and comparative statistic methods (Anova and post-hoc tests). The results show how the variables differ depending on the academic field, which reconfirms the teaching activity complexity and the difficulty to generate general policies that serve the particularities of every teacher’s pedagogical context. This research presents empirical evidence that supports the discussion about teaching evaluation in Mexico and the assessment of the education policies that are targeted to the higher education teachers.

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Author Biographies

Edna Luna Serrano, Universidad Autónoma de Baja California

Investigadora en el Instituto de Investigación y Desarrollo Educativo.

Vicente Arámburo Vizcarra, Universidad Autónoma de Baja California

Profesor-investigador de la Facultad de Ciencias Administrativas y Sociales

Published

2013-01-06

How to Cite

Luna Serrano, E., & Arámburo Vizcarra, V. (2013). Variables associated to university instructors effectiveness based on the student’s evaluations. Education Policy Analysis Archives, 21, 1. https://doi.org/10.14507/epaa.v21n1.2013

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Section

Articles