Métrica objetiva y empírica de evaluación de la enseñanza en una Universidad Pública del Sureste de EE. UU.
Authors
Inessa Korovyakovskaya
College of Business Administration, Savannah State University, USA
korovi@savannahstate.edu https://orcid.org/0000-0001-6826-4481Felipe Llaugel
College of Engineering, Universidad Dominicana O&M, Dominican Republic
fllaugel@udoym.edu.do https://orcid.org/0000-0001-7633-5219Dennis Ridley
School of Business & Industry, Florida A&M University and Department of Scientific Computing, Florida State University, USA
dridley@fsu.edu https://orcid.org/0000-0002-7030-3096Detalles
Published
2020-01-22
Abstract
The marginal contribution of faculty to student learning at an AACSB-accredited College of Business Administration in a public university located in a southeastern state in the United States (U.S.) is measured for the first time by an objective quantitative method. Student cumulative Grade Point Average (GPA), centralized to avoid grade inflation relates to the partial amount of credit hours each teacher devotes to students. We proffer that the marginal contribution of the professor to student GPA earned per contact hour of instruction is the regression coefficient associated with the professor. Since the university uses GPA as a measure of progress, contribution to GPA is the professorial teaching contribution to the university objective. Such a teaching contribution is consistent with the professor’s assignment of responsibility. The computational results of a five-year empirical data analysis are presented.
Keywords
evaluation
learning outcomes
metric
teaching effectiveness
teaching evaluation
performance evaluation
university
How to Cite
Korovyakovskaya, I., Llaugel, F., & Ridley, D. (2020). Métrica objetiva y empírica de evaluación de la enseñanza en una Universidad Pública del Sureste de EE. UU. Caribbean Educational Research Journal (RECIE), 4(1), 34–48. https://doi.org/10.32541/recie.2020.v4i1.pp34-48
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References
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Yunker, P., & Yunker, J. (2003). Are student evaluations of teaching valid? Evidence from an analytical business core course. Journal of Education for Business, 78(6), 313-317. https://doi.org/10.1080/08832320309598619
Buchert, S., Laws, E. L., Apperson, J. M., & Bregman, N. J. (2008). First impressions and professor reputation: Influence on student evaluations of instruction. Social Psychology of Education, 11(4), 397408. https://doi.org/10.1007/s11218-008-9055-1
Centra, J. A. (2003). Will teachers receive higher student evaluations by giving higher grades and less course work? Research in Higher Education, 44(5), 495518. https://doi.org/10.1023/a:1025492407752
Cherry, B., Grasse, N., Kapla, D., & Hamel, B. (2017). Analysis of academic administrators’ attitudes: Annual evaluations and factors that improve teaching. Journal of Higher Education Policy & Management, 39(3), 296-306. https://doi.org/10.1080/1360080x.2017.1298201
Clayson, D. E., & Haley, D. A. (2011). Are students telling us the truth? A critical look at the student evaluation of teaching. Marketing Education Review, 21(2), 101-112. https://doi.org/10.2753/mer1052-8008210201
Coker, H., Medley, D. M., & Soar, R. S. (1980). How valid are expert opinions about effective teaching? Phi Delta Kappan, 62(2), 31-149. http://bit.ly/2PxAjGT
Colbeck, C. L. (2002). State policies to improve undergraduate teaching administrator and faculty responses. The Journal of Higher Education, 73(1), 3-25. https://doi.org/10.1353/jhe.2002.0004
Dershowitz, A. (1994). Contrary to popular opinion. Berkley Books.
Diette, T. M., & Raghav, M. (2018). Do GPAs differ between longer classes and more frequent classes at liberal arts colleges? Research in Higher Education, 59(4), 519-527. https://doi.org/10.1007/s11162-017-9478-7
Fairweather, J. S. (2002). The ultimate faculty evaluation: Promotion and tenure decisions. New Directions for Institutional Research, 2002(114), 97– 108. https://doi.org/10.1002/ir.50
Haskell, R. E. (1997). Academic freedom, tenure, and student evaluation of faculty: Galloping Polls in the 21st Century. Education Policy Analysis Archives, 5. https://doi.org/10.14507/epaa.v5n6.1997
Llaugel, L., & Ridley, A. D. (2018). A university of Dominican Republic objective empirical faculty teaching evaluation metric. Journal of Management and Engineering Integration, 11(1), 1-10. http://bit.ly/2sdeZyo
Kozub, R. M. (2008). Student evaluations of faculty: Concerns and possible solutions. Journal of College Teaching & Learning, 5(11), 35. https://doi.org/10.19030/tlc.v5i11.1219
Ma, X. Y. (2005). Establish internet student-assessing of teaching quality system to make the assessment perfect. Heilongjiang Researches on Higher Education, 6, 94-96. http://bit.ly/2rCQA5t
McNatt, D. B. (2010). Negative reputation and biased student evaluations of teaching: longitudinal results from a naturally occurring experiment. Academy of Management Learning and Education, 9(2), 225242. https://doi.org/10.5465/amle.2010.51428545
McPherson, M. A., Jewell, R. T., & Kim, M. (2009). What determines student evaluation scores? A random effects analysis of undergraduate economics classes. Eastern Economic Journal, 35(1), 37-51. https://doi.org/10.1057/palgrave.eej.9050042
Ridley, D., & Collins, J. (2015). A suggested evaluation metric instrument for faculty members at colleges and universities. International Journal of Education Research, 10(1), 97-114. http://bit.ly/2E7GThU
Ryan, J. J., Anderson, J. A., & Birchler, A. B. (1980). Student evaluations: The faculty responds. Research in Higher Education, 12(4), 317-333. https://doi.org/10.1007/bf00136899
Sharobeam, M. H., & Howard, K. (2002). Teaching demands versus research productivity. Journal of College Science Teaching, 31, 436-441. http://bit.ly/2P991rh
Spellings, M. (2006). A test of leadership: Charting the future of US higher education. US
Department of Education.
Weinstein, L. (1987). Good teachers are needed?. Bulletin of the Psychometric Society, 25(4), 273274. https://doi.org/10.3758/bf03330353
Wolfer, T. A., & McNown, M. (2003). Re-evaluating student evaluation of teaching: The teaching evaluation form. Journal of Social Work Education, 39(1), 111-121. https://doi.org/10.1080/10437797.2003.10779122
Yunker, P., & Yunker, J. (2003). Are student evaluations of teaching valid? Evidence from an analytical business core course. Journal of Education for Business, 78(6), 313-317. https://doi.org/10.1080/08832320309598619
Section
Research article