Granting teachers the 'benefit of the doubt' in performance evaluations

Nicky Rogge ()
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Nicky Rogge: Hogeschool-Universiteit Brussel (HUB), Belgium

No 2009/17, Working Papers from Hogeschool-Universiteit Brussel, Faculteit Economie en Management

Abstract: Students' evaluations of teacher performance (SETs) are increasingly used by universities. However, in their current format SET-scores are controversial mainly due to two issues: (1) questionnaire items are relegated to the status of being of equal importance, and (2) the feedback to the teachers is rather vague and limited. This paper proposes a tailored version of Data Envelopment Analysis to construct SET-scores. One part of this methods appeal stems from overcoming the two aforementioned criticisms. In particular, DEA accounts for different values and interpretations that teachers attach to 'good teaching' and teacher performances are put into a relative perspective to be optimally evaluated. Second, if available, expert opinion on the relative importance of teaching aspects can be easily incorporated into the evaluation. The identification of teachers' relative strengths and weaknesses is a third advantage. The method is illustrated using data collected at the Hogeschool Universiteit Brussel.

Keywords: student evaluations of teaching; Data Envelopment Analysis; higher education; Benefit of the doubt; weight restrictions (search for similar items in EconPapers)
JEL-codes: C14 C61 I21 (search for similar items in EconPapers)
Pages: 38 page
Date: 2009-07
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (4)

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