Failed Accountability and Student Evaluations of Teaching in Higher Education: An Experimental Study

Autor/in	Cui, Caixia
Titel	Failed Accountability and Student Evaluations of Teaching in Higher Education: An Experimental Study
Quelle	(2021), (146 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Toledo
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-2098-9004-1
Schlagwörter	Hochschulschrift; Dissertation; Accountability; Student Evaluation of Teacher Performance; College Students; Instructional Effectiveness; Gender Bias; Racial Bias; Test Bias; College Faculty + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Verantwortung; Collegestudent; Unterrichtserfolg; Geschlechterstereotyp; Racial discrimination; Rassismus; Testkritik; Fakultät
Abstract	The present study explores the use of Student Evaluations of Teaching (SETs) within higher education institutions. In particular, bias associated with student ratings was explored in several ways. An experimental study design, using an advanced measurement framework was employed. Eight faculty participants from four ethnic-identity groups, and two gender-identity groups offered short 3-minute lectures to students within a fictitious "Great Cities of the Americas" course. Students were asked to watch each and complete both a cognitive quiz and a uniquely developed SET. Three research questions were asked: (1) Are student ratings of instructional effectiveness influenced by the perceived gender- or ethnic-identity of the instructor under experimental conditions?, (2) Are student ratings of items related to instructional effectiveness subject to Differential Item Functioning (DIF) under experimental conditions?, and (3) Can a Multi-faceted Rasch Modeling approach account and adjust for biases in SETs detected relative to faculty characteristics? The Rasch Rating Scale model (RSM), Multi-faceted Rasch model (MFRM), Differential Item Functioning (DIF) analyses, and inferential statistical tests were used to answer the three research questions. Results from the study demonstrated significant differences based on the gender- and ethnic-identity of faculty. Female-identifying were rated significantly higher than male-identifying faculty and White-identifying faculty were rated significantly higher than the non-White-identifying faculty. Among the non-White faculty, Asian faculty were rated significantly lower than the Black and Latinx faculty. MFRM analyses and statistical testing showed that this difference was not explained by student variables including student gender, ethnicity, location, age, college, nationality, and school year. Conclusions suggest that SETs as they currently exist are at best inadequate representations of effectiveness, and at worse, biased and inequitable reflections. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Update	2024/1/01