Abstract
Course evaluation by students has been widely used to produce essential information for university administrators and faculty in assessing instruction quality. This study focused on examining the non-modifiable factors possibly relating to student evaluation outcomes by analyzing the quantitative data of 259-course evaluations in a teachers college at a Midwest state university. Findings of multiple regression and univariate statistical analyses suggested that the mean score of students' ratings in a course was associated with the ranks of the faculty who taught the course and students' response rate of the course survey. Courses taught by higher-ranking faculty and rated by a lower percentage of students tend to have lower mean scores of course evaluation. The mean score of students' evaluation in a course was not correlated with the other variables of the gender of faculty, course level, course delivery method, and class size. Findings of this study lead to a broader impact on faculty teaching evaluation policy and implications for course evaluation practices.
Highlights
Student evaluation remains an important and widely utilized tool providing essential information on the assessment of instructor teaching in spite of the controversy about its validity and reliability (Boring, Ottoboni, & Stark, 2016)
No significant differences in students’ ratings were found between the groups by course level, course delivery method, and faculty gender
This multivariate analysis of 259 courses including seven variables as factors in a teachers college at a teaching orientated Midwest state university adds to the literature body of student evaluation of faculty teaching
Summary
Student evaluation remains an important and widely utilized tool providing essential information on the assessment of instructor teaching in spite of the controversy about its validity and reliability (Boring, Ottoboni, & Stark, 2016). University administrators including provosts, deans, and department chairs need the course evaluation information to make decisions and create policies regarding teaching effectiveness. They frequently use student evaluations as essential evidence for policy and decision making on faculty tenure promotion, reappointment, and pay increases. From the instructors’ perspective, course evaluation by students is more effectively utilized for formative purposes to provide instructors with field-based information about student learning, allowing them to shape and improve their teaching in a practical manner (Hornstein & Law, 2017)
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