Student evaluations of teaching in business and accounting courses: A perspective and a suggested improvement

Student evaluations of teaching can play a significant role on how one is perceived as a college instructor. In the case of many colleges and universities, the student evaluation is the primary measure used in decisions such as promotion and tenure, or contract renewal of the non-tenure track facult...

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Autor principal:	Mitchell Franklin
Formato:	article
Lenguaje:	EN
Publicado:	Taylor & Francis Group 2016
Materias:	teaching students performance appraisal teaching evaluation assessment Business HF5001-6182 Management. Industrial management HD28-70
Acceso en línea:	https://doaj.org/article/b9f78e62489f44f2802806fb09228ae8
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spelling	oai:doaj.org-article:b9f78e62489f44f2802806fb09228ae82021-12-02T14:35:45ZStudent evaluations of teaching in business and accounting courses: A perspective and a suggested improvement2331-197510.1080/23311975.2016.1226458https://doaj.org/article/b9f78e62489f44f2802806fb09228ae82016-12-01T00:00:00Zhttp://dx.doi.org/10.1080/23311975.2016.1226458https://doaj.org/toc/2331-1975Student evaluations of teaching can play a significant role on how one is perceived as a college instructor. In the case of many colleges and universities, the student evaluation is the primary measure used in decisions such as promotion and tenure, or contract renewal of the non-tenure track faculty. The accuracy of student evaluations of teaching is a very heavily researched area. Though many elements such as influence of grade and rigor on student perception have been highly mixed as to impact on student evaluation, there are many other variables that have been clearly shown to strongly influence student perceptions in the evaluation of a faculty member. This paper reviews several pieces of research to clearly show that evaluations can be biased, and suggests an alternate approach to the evaluation of teaching that contains a mixture of student evaluation in a less biased manner, blind peer review of instructional materials by a credentialed faculty member and in class observation by peers or administrators. This paper does not show that a peer-review method is indeed more effective, but suggests that programs consider whether or not a peer review of teaching, or similar method of evaluation can be more effective within their respective programs.Mitchell FranklinTaylor & Francis Grouparticleteachingstudentsperformance appraisalteaching evaluationassessmentBusinessHF5001-6182Management. Industrial managementHD28-70ENCogent Business & Management, Vol 3, Iss 1 (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	teaching students performance appraisal teaching evaluation assessment Business HF5001-6182 Management. Industrial management HD28-70
spellingShingle	teaching students performance appraisal teaching evaluation assessment Business HF5001-6182 Management. Industrial management HD28-70 Mitchell Franklin Student evaluations of teaching in business and accounting courses: A perspective and a suggested improvement
description	Student evaluations of teaching can play a significant role on how one is perceived as a college instructor. In the case of many colleges and universities, the student evaluation is the primary measure used in decisions such as promotion and tenure, or contract renewal of the non-tenure track faculty. The accuracy of student evaluations of teaching is a very heavily researched area. Though many elements such as influence of grade and rigor on student perception have been highly mixed as to impact on student evaluation, there are many other variables that have been clearly shown to strongly influence student perceptions in the evaluation of a faculty member. This paper reviews several pieces of research to clearly show that evaluations can be biased, and suggests an alternate approach to the evaluation of teaching that contains a mixture of student evaluation in a less biased manner, blind peer review of instructional materials by a credentialed faculty member and in class observation by peers or administrators. This paper does not show that a peer-review method is indeed more effective, but suggests that programs consider whether or not a peer review of teaching, or similar method of evaluation can be more effective within their respective programs.
format	article
author	Mitchell Franklin
author_facet	Mitchell Franklin
author_sort	Mitchell Franklin
title	Student evaluations of teaching in business and accounting courses: A perspective and a suggested improvement
title_short	Student evaluations of teaching in business and accounting courses: A perspective and a suggested improvement
title_full	Student evaluations of teaching in business and accounting courses: A perspective and a suggested improvement
title_fullStr	Student evaluations of teaching in business and accounting courses: A perspective and a suggested improvement
title_full_unstemmed	Student evaluations of teaching in business and accounting courses: A perspective and a suggested improvement
title_sort	student evaluations of teaching in business and accounting courses: a perspective and a suggested improvement
publisher	Taylor & Francis Group
publishDate	2016
url	https://doaj.org/article/b9f78e62489f44f2802806fb09228ae8
work_keys_str_mv	AT mitchellfranklin studentevaluationsofteachinginbusinessandaccountingcoursesaperspectiveandasuggestedimprovement
_version_	1718391095282368512

Student evaluations of teaching in business and accounting courses: A perspective and a suggested improvement

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