The Effects of Incentives, Instructor Motivation and Feedback Strategies on Faculty Evaluation Response Rates in Large and Small Class Sizes

Autor/inn/en	Alvero, Alicia M.; Mangiapanello, Kathleen; Valad, Jennifer
Titel	The Effects of Incentives, Instructor Motivation and Feedback Strategies on Faculty Evaluation Response Rates in Large and Small Class Sizes
Quelle	In: Assessment & Evaluation in Higher Education, 44 (2019) 4, S.501-515 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alvero, Alicia M.) ORCID (Valad, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2018.1521913
Schlagwörter	Incentives; Feedback (Response); Response Rates (Questionnaires); Class Size; Student Evaluation of Teacher Performance; Undergraduate Students; College Faculty; Student Motivation; Grade Point Average + Suchen Sie Ihr Suchwort? Anreiz; Antwortkontrolle; Klassengröße; Fakultät; Schulische Motivation
Abstract	Four instructor-led strategies designed to increase faculty teaching response rates were assessed across both small (n < 50) and large (n = 50) class sizes. The interventions included: (a) individual incentives, (b) group incentives, (c) instructor motivation and (d) instructor motivation plus feedback. A comparison group utilizing the standard university strategies was also included in the study. The percentage of answers to open-ended or qualitative questions was measured across groups. The results show that implementing a contingency -- whether group or individual -- significantly improves the rate at which students complete course evaluation ratings regardless of class size; however, these contingencies, while effective for increasing overall rating response rate, do not promote increased submission rates of qualitative comments. Furthermore, it was found that class GPA did not differ across intervention strategy nor did it influence response rates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01