Abstract
AbstractDepartments use student evaluations of teaching (SETs) with little evidence that evaluation forms and procedures measure or contribute to teaching quality. SETs in agricultural economics and related departments in the United States and Canada are examined here in a resource allocation framework. Empirical models are estimated which characterize faculty reliance on SETs and faculty satisfaction with SET forms. We find that departmental reliance on SETs increases with faculty participation, that faculty have specific preferences for SET form and content, and that improvements in SETs are more likely to result from increasing the quality rather than the quantity of SET questions.
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