Back to Search
Start Over
Correlations, trends and potential biases among publicly accessible web-based student evaluations of teaching: a large-scale study of RateMyProfessors.com data
- Source :
- Assessment & Evaluation in Higher Education. 43:31-44
- Publication Year :
- 2017
- Publisher :
- Informa UK Limited, 2017.
-
Abstract
- Student evaluations of teaching are widely adopted across academic institutions, but there are many underlying trends and biases that can influence their interpretation. Publicly accessible web-based student evaluations of teaching are of particular relevance, due to their widespread use by students in the course selection process and the quantity of data available for analysis. In this study, data from the most popular of these websites, RateMyProfessors.com, is analysed for correlations between measures of instruction quality, easiness, physical attractiveness, discipline and gender. This study of 7,882,980 RateMyProfessors ratings (from 190,006 US professors with at least 20 student ratings) provides further insight into student perceptions of academic instruction and possible variables in student evaluations. Positive correlations were observed between ratings of instruction quality and easiness, as well as between instruction quality and attractiveness. On average, professors in science and e...
- Subjects :
- Attractiveness
business.industry
media_common.quotation_subject
05 social sciences
Physical attractiveness
050301 education
050109 social psychology
Interpersonal attraction
Education
Scale (social sciences)
ComputingMilieux_COMPUTERSANDEDUCATION
Mathematics education
Selection (linguistics)
Web application
0501 psychology and cognitive sciences
Quality (business)
Relevance (information retrieval)
business
Psychology
0503 education
Social psychology
media_common
Subjects
Details
- ISSN :
- 1469297X and 02602938
- Volume :
- 43
- Database :
- OpenAIRE
- Journal :
- Assessment & Evaluation in Higher Education
- Accession number :
- edsair.doi...........f63cab208249e323e64f513130278df5
- Full Text :
- https://doi.org/10.1080/02602938.2016.1276155