Factors Affecting the Student Evaluation of Teaching Scores: Evidence from Panel Data Estimation
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Autores
Andrade, Eduardo de Carvalho
Rocha, Bruno
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Working Paper
Data
2009
Resumo
We use a large panel data, covering 6 semesters, 496 undergraduate courses related to 101 instructors and 89 disciplines. This allows treating adequately unobserved heterogeneity. We use a random-effects model estimated with feasible generalized least squares to find the factors that affect the
student evaluation of teaching (SET) scores, including time-invariant instructors’ characteristics. Our empirical findings are: (i) controlling for the instructor’s status as full-time or part-time professor, the quality of his research affects positively the SET score; (ii) participating in training programs, designed to improve the quality of teaching, did not increase the SET scores; (iii) instructors can ‘buy’ a better evaluation by inflating students’ grade; (ii) the class size affects negatively the SET score; (iv) instructors with more experience are better evaluated, but these gains reduce over time. Finally, there are no significant changes in the rankings overall when we adjust the SET score to eliminate either the possible
manipulation by the instructor or the effects of variables beyond his control. Despite some dramatic changes in some instructors’ positions, they are not statistically significant.
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Área do Conhecimento CNPQ
Ciências Exatas e da Terra
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