Abstract
This paper investigates the influences of numerous teacher, student, and course characteristics on three aggregate measures of faculty performance using Student Instructional Response (SIR) data from faculty evaluations in the Department of Economics at the University of North Florida. The ordered probit regressions point to differences in the relative importance of faculty characteristics depending on whether the students are evaluating the quality of instruction, the quality of lectures, or the value of the course. The paper also recommends a procedure for comparing SIR scores across faculty members that corrects for those factors beyond the instructor's control, in order to evaluate individual faculty members' teaching more correctly. [ JEL A20]
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