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Whose Opinion Is It Anyway? Determinants of Participation in Student Evaluation of Teaching

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  • Samer Kherfi

Abstract

Using data that identify the respondents to student evaluation of teaching (SET), the author finds that respondents and nonrespondents are different along several characteristics. Students respond more if they are first-term freshmen, or if the course is a major requirement. Men, students with light course loads, and students with low cumulative grade point average or low course grade are less likely to evaluate the course and the instructor. A matched-pairs test that effectively eliminates class- and instructor-invariant student characteristics confirms that students who do better in a course are more likely to participate in SET. In addition, students who are more likely to have strong opinions, identified by early participation, hold, on average, positive views toward the course. These results do not support the idea that SET attracts disproportionally more unhappy students. Given the widely documented positive correlation between grades and ratings, these findings suggest that SET ratings can be biased upward.

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  • 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.
    • Handle: RePEc:taf:jeduce:v:42:y:2011:i:1:p:19-30
    DOI: 10.1080/00220485.2011.536487
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    Cited by:

    1. Neckermann, Susanne & Turmunkh, Uyanga & van Dolder, Dennie & Wang, Tong V., 2022. "Nudging student participation in online evaluations of teaching: Evidence from a field experiment," European Economic Review, Elsevier, vol. 141(C).
    2. 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.
    3. Ale J. Hejase & Hussin J. Hejase & Rana S. Al Kaakour, 2014. "The Impact of Students’ Characteristics on their Perceptions of the Evaluation of Teaching Process," International Journal of Management Sciences, Research Academy of Social Sciences, vol. 4(2), pages 90-105.
    4. Angelo Antoci & Irene Brunetti & Pierluigi Sacco & Mauro Sodini, 2021. "Student evaluation of teaching, social influence dynamics, and teachers’ choices: An evolutionary model," Journal of Evolutionary Economics, Springer, vol. 31(1), pages 325-348, January.
    5. Edgar Treischl & Tobias Wolbring, 2017. "The Causal Effect of Survey Mode on Students’ Evaluations of Teaching: Empirical Evidence from Three Field Experiments," Research in Higher Education, Springer;Association for Institutional Research, vol. 58(8), pages 904-921, December.
    6. Cannon, Edmund & Cipriani, Giam Pietro, 2021. "Gender Differences in Student Evaluations of Teaching: Identification and Consequences," IZA Discussion Papers 14387, Institute of Labor Economics (IZA).
    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.

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