TEACHER EFFECTIVENESS AND COURSE POPULARITY: PATTERNS IN STUDENT EVALUATIONS

In: Teaching political science, Band 9, Heft 4, S. 194

Abstract

ARE STUDENTS EVALUATIONS OF THIER COURSES AND INSTRUCTORS SIGNIFICANTLY BIASED BY FACTORS EXTERNAL TO THE QUALITY OF THIER ACTUAL CLASSROOM EXPERIENCE? THE EVIDENCE FROM THIS QUASI-EXPERIMENTAL PATH ANALYTIC ST OF 400 INTRODUCTORY AMERICAN GOVERNMENT STUDENTS IS STRONGLY IN THE AFFIRMATIVE. A RELATIVELY SMALL NUMBER OF BACKGROUND CHARACTERISTICS, F IMPRESSION, AND OTHER FACTORS EXTERNAL TO LATER INTRA-COUR INSTRUCTIONAL EVENTS ACCOUNTED FOR OVER HALF OF THE VARIANCE IN OVERALL LIKING FO COURSES. STUDENT EVALUATIONS ARE CLEARLY NOT APPROPRIATE FOR MAKING ANY SORT OF DETAILED OR DEFINITIVE JUDGEMENTS ABOUT THE QUALITY OF CLASSROOM EXPERIENCES, THOUGH THEY MIGHT WELL SERVE AS USEFUL SIGNALS FOR CALLING ATTENTION TO PERSISTENT AND/OR SUBSTANTIAL DEVIATIONS FROM DEPARTMENTAL NORMS.