Whose Feedback? A Multilevel Analysis of Student Completion of End-of-Term Teaching Evaluations

Autor/inn/en	Macfadyen, Leah P.; Dawson, Shane; Prest, Stewart; Gaševic, Dragan
Titel	Whose Feedback? A Multilevel Analysis of Student Completion of End-of-Term Teaching Evaluations
Quelle	In: Assessment & Evaluation in Higher Education, 41 (2016) 6, S.821-839 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2015.1044421
Schlagwörter	Foreign Countries; Feedback (Response); Student Evaluation of Teacher Performance; Course Evaluation; Hierarchical Linear Modeling; Regression (Statistics); Response Rates (Questionnaires); College Students; College Faculty; Academic Achievement; Grades (Scholastic); Correlation; Gender Differences; Majors (Students); Age; Canada + Suchen Sie Ihr Suchwort? Ausland; Regression; Regressionsanalyse; Antwortkontrolle; Collegestudent; Fakultät; Schulleistung; Notenspiegel; Korrelation; Geschlechterkonflikt; Alter; Lebensalter; Kanada
Abstract	Student evaluation of teaching (SET) is now common practice across higher education, with the results used for both course improvement and quality assurance purposes. While much research has examined the validity of SETs for measuring teaching quality, few studies have investigated the factors that influence student participation in the SET process. This study aimed to address this deficit through the analysis of an SET respondent pool at a large Canadian research-intensive university. The findings were largely consistent with available research (showing influence of student gender, age, specialisation area, and final grade on SET completion). However, the study also identified additional influential course-specific factors such as term of study, course year level, and course type as statistically significant. Collectively, such findings point to substantively significant patterns of bias in the characteristics of the respondent pool. Further research is needed to specify and quantify the impact (if any) on SET scores. We conclude, however, by recommending that such bias does not invalidate SET implementation, but instead should be embraced and reported within standard institutional practice, allowing better understanding of feedback received, and driving future efforts at recruiting student respondents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01