Do Course Evaluations Truly Reflect Student Learning? Evidence from an Objectively Graded Post-Test

Autor/inn/en	Beleche, Trinidad; Fairris, David; Marks, Mindy
Titel	Do Course Evaluations Truly Reflect Student Learning? Evidence from an Objectively Graded Post-Test
Quelle	In: Economics of Education Review, 31 (2012) 5, S.709-719 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2012.05.001
Schlagwörter	Scores; Course Evaluation; Pretests Posttests; High Stakes Tests; Correlation; Outcomes of Education; Statistical Significance; Robustness (Statistics) + Suchen Sie Ihr Suchwort? Korrelation; Lernleistung; Schulerfolg; Widerstandsfähigkeit
Abstract	It is difficult to assess the extent to which course evaluations reflect how much students truly learn from a course because valid measures of learning are rarely available. This paper makes use of a unique setting in which students take a common, high-stakes post-test which is centrally graded and serves as the basis for capturing actual student learning. We match these student-specific measures of learning to student-specific course evaluation scores from electronic records and a rich set of student-level covariates, including a pre-test score and other measures of skills prior to entering the course. While small in magnitude, we find a robust positive, and statistically significant, association between our measure of student learning and course evaluations. (Contains 4 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10