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Do course evaluations truly reflect student learning? Evidence from an objectively graded post-test

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  • Beleche, Trinidad
  • Fairris, David
  • Marks, Mindy

Abstract

It is difficult to assess the extent to which course evaluations reflect how much students truly learn from a course because valid measures of learning are rarely available. This paper makes use of a unique setting in which students take a common, high-stakes post-test which is centrally graded and serves as the basis for capturing actual student learning. We match these student-specific measures of learning to student-specific course evaluation scores from electronic records and a rich set of student-level covariates, including a pre-test score and other measures of skills prior to entering the course. While small in magnitude, we find a robust positive, and statistically significant, association between our measure of student learning and course evaluations.

Suggested Citation

  • Beleche, Trinidad & Fairris, David & Marks, Mindy, 2012. "Do course evaluations truly reflect student learning? Evidence from an objectively graded post-test," Economics of Education Review, Elsevier, vol. 31(5), pages 709-719.
    • Handle: RePEc:eee:ecoedu:v:31:y:2012:i:5:p:709-719
    DOI: 10.1016/j.econedurev.2012.05.001
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    References listed on IDEAS

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    Cited by:

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    2. Oana Eugenia & Gogu Emilia & Roman Monica & Marin Erika, 2022. "Students’ Perceptions on the Quality of the Economics Higher Education in Romania," Journal of Social and Economic Statistics, Sciendo, vol. 11(1-2), pages 14-35, December.
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    4. Scott E. Carrell & Michal Kurlaender, 2023. "My Professor Cares: Experimental Evidence on the Role of Faculty Engagement," American Economic Journal: Economic Policy, American Economic Association, vol. 15(4), pages 113-141, November.
    5. Donghun Cho & Joonmo Cho, 2017. "Does More Accurate Knowledge of Course Grade Impact Teaching Evaluation?," Education Finance and Policy, MIT Press, vol. 12(2), pages 224-240, Spring.
    6. Wagner, N. & Rieger, M. & Voorvelt, K.J., 2016. "Gender, ethnicity and teaching evaluations : Evidence from mixed teaching teams," ISS Working Papers - General Series 617, International Institute of Social Studies of Erasmus University Rotterdam (ISS), The Hague.
    7. Anna Salomons & Maarten Goos, 2014. "Measuring Teaching Quality in Higher Education: Assessing the Problem of Selection Bias in Course Evaluations," Working Papers 14-16, Utrecht School of Economics.
    8. Gorry, Devon, 2017. "The impact of grade ceilings on student grades and course evaluations: Evidence from a policy change," Economics of Education Review, Elsevier, vol. 56(C), pages 133-140.
    9. Braga, Michela & Paccagnella, Marco & Pellizzari, Michele, 2014. "Evaluating students’ evaluations of professors," Economics of Education Review, Elsevier, vol. 41(C), pages 71-88.
    10. Aurora Garc𫑇allego & Nikolaos Georgantz & Joan Mart󻑍ontaner & Teodosio P鲥z-Amaral, 2015. "(How) Do research and administrative duties affect university professors' teaching?," Applied Economics, Taylor & Francis Journals, vol. 47(45), pages 4868-4883, September.
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    More about this item

    Keywords

    Course evaluations; Student learning; Grades;
    All these keywords.

    JEL classification:

    • A2 - General Economics and Teaching - - Economic Education and Teaching of Economics
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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