Rethinking Bias in Student Evaluations: A Multivariate Analysis of Observable Instructional Behaviors
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| Title: | Rethinking Bias in Student Evaluations: A Multivariate Analysis of Observable Instructional Behaviors |
|---|---|
| Language: | English |
| Authors: | Claudia Cornejo Happel (ORCID |
| Source: | Assessment & Evaluation in Higher Education. 2026 51(1):82-98. |
| 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: | 17 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Student Evaluation of Teacher Performance, College Faculty, Test Bias, Gender Bias, Sex, Age, Teaching Experience, Teacher Behavior, Teacher Characteristics, Intellectual Disciplines, Public Colleges, Private Colleges, Phrase Structure, Test Items |
| DOI: | 10.1080/02602938.2025.2548923 |
| ISSN: | 0260-2938 1469-297X |
| Abstract: | Student evaluations of teaching significantly impact faculty careers but have been shown to exhibit biases, notably regarding instructor gender. Previous research consistently finds that women faculty receive lower student ratings compared to men -- even when objective indicators such as student performance are equal. This study investigates how evaluation question framing influences bias expression. The research analyzes whether asking students to assess observable, concrete instructional behaviors rather than subjective instructor characteristics reduces gender bias in midterm feedback. Using multivariate analyses of evaluations from 967 students and 27 faculty from diverse institutions and disciplines, the study found no statistically significant gender differences when feedback was structured around specific instructional behaviors. Instead, significant variations emerged related to instructor age and teaching experience, highlighting the importance of contextualizing feedback within a developmental framework. These results suggest that behaviorally anchored evaluation instruments can produce fairer, more constructive student feedback. Institutions seeking equitable and meaningful teaching evaluations may thus benefit from adopting formative, behavior-focused tools that emphasize specific teaching practices rather than subjective traits. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1499299 |
| Database: | ERIC |
| Abstract: | Student evaluations of teaching significantly impact faculty careers but have been shown to exhibit biases, notably regarding instructor gender. Previous research consistently finds that women faculty receive lower student ratings compared to men -- even when objective indicators such as student performance are equal. This study investigates how evaluation question framing influences bias expression. The research analyzes whether asking students to assess observable, concrete instructional behaviors rather than subjective instructor characteristics reduces gender bias in midterm feedback. Using multivariate analyses of evaluations from 967 students and 27 faculty from diverse institutions and disciplines, the study found no statistically significant gender differences when feedback was structured around specific instructional behaviors. Instead, significant variations emerged related to instructor age and teaching experience, highlighting the importance of contextualizing feedback within a developmental framework. These results suggest that behaviorally anchored evaluation instruments can produce fairer, more constructive student feedback. Institutions seeking equitable and meaningful teaching evaluations may thus benefit from adopting formative, behavior-focused tools that emphasize specific teaching practices rather than subjective traits. |
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| ISSN: | 0260-2938 1469-297X |
| DOI: | 10.1080/02602938.2025.2548923 |
