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Does Students' Evaluation of Teaching Improve Teaching Quality? Improvement versus the Reversal Effect

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Bibliographic Details
Title: Does Students' Evaluation of Teaching Improve Teaching Quality? Improvement versus the Reversal Effect
Language: English
Authors: Chen, Yanyan (ORCID 0000-0002-8892-2012)
Source: Assessment & Evaluation in Higher Education. 2023 48(8):1195-1207.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Universities, College Faculty, Student Evaluation of Teacher Performance, Teacher Effectiveness, Teacher Improvement, Shift Studies, Teacher Response, Educational Quality, Teacher Evaluation, Evaluation Problems
Geographic Terms: China
DOI: 10.1080/02602938.2023.2177252
ISSN: 0260-2938
1469-297X
Abstract: Using students' assessments of teaching at a top university in China from 2016 to 2021, this study examines whether evaluation of teaching improves teaching quality. Given the many doubts about the validity of students' evaluation of teaching, this study adopts a methodology to distinguish teaching quality improvement from the reversal effect. It shows that instructors with a poor (good) ranking in the previous evaluation are more likely to receive an improved (decreased) ranking in the current evaluation. This reversal effect is more pronounced among the instructors who are associate/assistant professors, younger and female. This study provides evidence that supports the reversal effect rather than the improvement.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1402755
Database: ERIC
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Description
Abstract:Using students' assessments of teaching at a top university in China from 2016 to 2021, this study examines whether evaluation of teaching improves teaching quality. Given the many doubts about the validity of students' evaluation of teaching, this study adopts a methodology to distinguish teaching quality improvement from the reversal effect. It shows that instructors with a poor (good) ranking in the previous evaluation are more likely to receive an improved (decreased) ranking in the current evaluation. This reversal effect is more pronounced among the instructors who are associate/assistant professors, younger and female. This study provides evidence that supports the reversal effect rather than the improvement.
ISSN:0260-2938
1469-297X
DOI:10.1080/02602938.2023.2177252