An Objetive Empirical Teaching Evaluation Metric at a Southeastern US Public University
Autores/as
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
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Resumen
La contribución marginal de los profesores al aprendizaje de los estudiantes en una Facultad de Administración de Empresas acreditada por AACSB en una universidad pública ubicada en un estado del sudeste de los Estados Unidos (EE.UU.), se mide por primera vez mediante un método cuantitativo objetivo. El Promedio Acumulativo de Calificaciones (GPA, por sus siglas en inglés) de los estudiantes, centralizado para evitar la inflación de las calificaciones, se relaciona con la cantidad parcial de horas de crédito que cada profesor dedica a los estudiantes. Consideramos que la contribución marginal del profesor al GPA del estudiante obtenido por hora de contacto de instrucción es el coeficiente de regresión asociado con el profesor. Dado que la universidad usa el GPA como una medida de progreso, la contribución al GPA es la contribución del docente al objetivo de la universidad. Dicha contribución docente es consistente con la asignación de responsabilidad del profesor. Se presentan los resultados computacionales de un análisis de datos empíricos de cinco años.
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