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How Reliable are Students’ Evaluations of Teaching (SETs)? A Study to Test Student’s Reproducibility and Repeatability

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  • Amalia Vanacore

    (University of Naples “Federico II”)

  • Maria Sole Pellegrino

    (University of Naples “Federico II”)

Abstract

Students’ Evaluations of Teaching (SETs) are widely used as measures of teaching quality in Higher Education. A review of specialized literature evidences that researchers widely discuss whether SETs can be considered reliable measures of teaching quality evaluation. Though the controversy mainly refers to the role of students as assessors of teaching quality, most of research studies on SETs focus on the design and validation of the evaluation procedure and even when the need of measuring SETs reliability is recognized, it is generally indirectly assessed for the whole group of students by measuring inter-student agreement. In this paper the focus is on the direct assessment of the reliability of each student as a measurement instrument of teaching quality. An agreement-based approach is here adopted in order to assess student’s ability to provide consistent and stable evaluations; the sampling uncertainty is accounted for by building non-parametric bootstrap confidence intervals for the adopted agreement coefficients.

Suggested Citation

  • Amalia Vanacore & Maria Sole Pellegrino, 2019. "How Reliable are Students’ Evaluations of Teaching (SETs)? A Study to Test Student’s Reproducibility and Repeatability," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 146(1), pages 77-89, November.
    • Handle: RePEc:spr:soinre:v:146:y:2019:i:1:d:10.1007_s11205-018-02055-y
    DOI: 10.1007/s11205-018-02055-y
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    References listed on IDEAS

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    1. Anthony Onwuegbuzie & Larry Daniel & Kathleen Collins, 2009. "A meta-validation model for assessing the score-validity of student teaching evaluations," Quality & Quantity: International Journal of Methodology, Springer, vol. 43(2), pages 197-209, March.
    2. Martin Davies & Joe Hirschberg & Jenny Lye & Carol Johnston & Ian Mcdonald, 2007. "Systematic Influences On Teaching Evaluations: The Case For Caution," Australian Economic Papers, Wiley Blackwell, vol. 46(1), pages 18-38, March.
    3. Duane Alwin, 1989. "Problems in the estimation and interpretation of the reliability of survey data," Quality & Quantity: International Journal of Methodology, Springer, vol. 23(3), pages 277-331, September.
    4. Samer Kherfi, 2011. "Whose Opinion Is It Anyway? Determinants of Participation in Student Evaluation of Teaching," The Journal of Economic Education, Taylor & Francis Journals, vol. 42(1), pages 19-30, January.
    5. Michelle Lalla & Gisella Facchinetti & Giovanni Mastroleo, 2005. "Ordinal scales and fuzzy set systems to measure agreement: An application to the evaluation of teaching activity," Quality & Quantity: International Journal of Methodology, Springer, vol. 38(5), pages 577-601, January.
    6. de Mast, Jeroen, 2007. "Agreement and Kappa-Type Indices," The American Statistician, American Statistical Association, vol. 61, pages 148-153, May.
    7. Maarten Goos & Anna Salomons, 2017. "Measuring teaching quality in higher education: assessing selection bias in course evaluations," Research in Higher Education, Springer;Association for Institutional Research, vol. 58(4), pages 341-364, June.
    8. Mónica Martínez-Gómez & Jose Sierra & José Jabaloyes & Manuel Zarzo, 2011. "A multivariate method for analyzing and improving the use of student evaluation of teaching questionnaires: a case study," Quality & Quantity: International Journal of Methodology, Springer, vol. 45(6), pages 1415-1427, October.
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    4. Luis Matosas-López & Cesar Bernal-Bravo & Alberto Romero-Ania & Irene Palomero-Ilardia, 2019. "Quality Control Systems in Higher Education Supported by the Use of Mobile Messaging Services," Sustainability, MDPI, vol. 11(21), pages 1-14, October.

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