Using a dataset of 48 faculty members and 88 courses over 26 semesters, the authors estimate Student Evaluation of Teaching (SET) ratings that are conditional on a multitude of course, faculty, and student attributes. They find that ratings are lower for required courses and those where students report a lower prior level of interest. Controlling…

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…

Based on results from a 1999 national survey, William Becker and Michael Watts found that student evaluations of teaching were by far the most widely used, and often the only method used by economics departments, to evaluate teaching in undergraduate economics courses. To investigate whether departments of economics have moved beyond the use of…

The authors analyze 19 semesters of student evaluations at Kansas State University. Faculty member fixed effects are sizable and indicate that among faculty members who teach both types of courses, the best principles teachers also tend to be the best nonprinciples teachers. Estimates that ignore faculty effects are biased because principles…

In comparing student ratings of teaching performance, instructor evaluations at the beginning of the course are needed. Without such prior information, student assessment of teachers at the end of the course may not be valid. (Author/RM)

Critiqued is a paper on student evaluation of instructors by David Dilts which appeared in the "Journal of Economic Education," Spring 1980. Shortcomings and problems in Dilts' work are examined, and an alternative estimation procedure, using a statistical interpretation, is proposed. (Author/RM)

The purpose of this article is to examine feedback arising from student evaluation questionnaires. Various sections focus on discussion of the evaluation instrument, development of a model and presentation of empirical evidence concerning student evaluation biases, interpretation of data, and conclusions. (Author/DB)

Convincingly establishing the determinants of student evaluation of teaching (SET) scores has been elusive, largely because of inadequate statistical methods and a paucity of data. The author uses a much larger time span than in any previous research--607 economics classes over 17 semesters. This permits a proper treatment of unobserved…

This article analyzes the potential conflict between student evaluations of teaching and higher-level cognitive outputs by reexamining data in existing studies and utilizing rationalistic models of human behavior. The author finds that students favor professors who emphasize lower level cognitive material. (Author/JR)

Conclusions reached in this research concerning student evaluation of university economics courses are easier grading is positively correlated with teaching evaluations; faculty will adopt easier grading policies if they are experiencing falling real incomes from teaching; and grade-evaluation relationships should be considered within the context…

Examined is the link between student evaluations of teaching (SETs) and expected grades. Results indicated that the often reported positive effect of student's expected grades on SETs has been misinterpreted and that the link between grades and student evaluations works in the opposite direction: better faculty improve student performance.…

The authors examine the relationship between students' locus of control and their evaluation of teaching in a traditional principles of economics course. Locus of control is a psychological construct that identifies an individual's beliefs about the degree of personal control that can be exercised over his or her environment. Students with an…

The relationship between expected grades and student evaluations of teaching (SET) has been controversial. The authors take another look at the controversy by employing class-specific observations and controlling for time-invariant instructor and course differences with a fixed-effects model. The authors' empirical results indicate that if an…

Reviews and extends arguments regarding influences of grades and grading structures on student evaluations of instruction. Original arguments were set forth in the Journal of Economic Education. Concludes that grade inflation will encourage students to perceive their education as inferior and will not result, in the long run, in positive course…

Discusses relationships among teaching, research output, financing, and academic achievement at large universities. Findings and recommendations for improvement in teaching and research are discussed. (Author/DB)