Student Evaluation of Teaching: Methodological Critique

Autores/as

  • Robert Sproule Bishop's University (Canada)

DOI:

https://doi.org/10.14507/epaa.v8n50.2000

Palabras clave:

College Faculty, Evaluation Methods, Higher Education, Research Methodology, Statistical Analysis, Student Evaluation of Teacher Performance, Teacher Effectiveness

Resumen

The purpose of the present work is twofold. The first is to outline two arguments that challenge those who would advocate a continuation of the exclusive use of raw SET data in the determination of "teaching effectiveness" in the "summative" function. The second purpose is to answer this question: "In the face of such challenges, why do university administrators continue to use these data exclusively in the determination of 'teaching effectiveness'?"

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Biografía del autor/a

Robert Sproule, Bishop's University (Canada)

Robert Sproule is a Professor of Economics at Bishop's University. He received his Ph.D. in Economics at the University of Manitoba (Winnipeg, Canada). His research interests include statistics, econometrics, and decision making under uncertainty. His research appears in journals such as the Bulletin of Economic Research, Communications in Statistics: Theory and Methods, Economics Letters, the Economics of Education Review, the European Journal of Operations Research, Metroeconomica, Public Finance, and The Statistician.

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Publicado

2000-11-02

Cómo citar

Sproule, R. (2000). Student Evaluation of Teaching: Methodological Critique. Archivos Analíticos De Políticas Educativas, 8, 50. https://doi.org/10.14507/epaa.v8n50.2000

Número

Vol. 8 (2000)

Sección

Articles