Return to academic standards: a critique of student evaluations of teaching effectiveness

By Charles R. Emery, T. R. Kramer, R. Tian. 2003

287 citations recorded by the source corpus.

Subfields: Education, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/8cff7f852277d009e74ee39a3b951062b9cc5df0

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Bert Brockx
2. Matthias Rieger
3. N. Wagner
4. D. Mortelmans
5. P. Spooren
6. Katherine Voorvelt
7. H. Hornstein
8. M. Goos

In Political Science and International Relations

1. Bert Brockx
2. Matthias Rieger
3. N. Wagner
4. D. Mortelmans
5. P. Spooren
6. Katherine Voorvelt

Citations in the corpus

• On the Validity of Student Evaluation of Teaching (2013, background): “Several authors (Burdsal & Harrison, 2008; Emery et al., 2003) also argue in favor of teaching portfolios, which contain various indicators of teaching performance, with student evaluations as one component.”
• Improving business school courses by applying lean principles and practices (2004, background): “In addition to not being timely, conventional routes for obtaining feedback may be poor indicators of teaching effectiveness ( Emery et al., 2003; Morgan et al., 2003).”
• Gender, ethnicity and teaching evaluations: Evidence from mixed teaching teams (2016, methodology): “Our paper has several policy implications: First, our estimates could be used to adjust evaluations accordingly given that student evaluations of teaching are still employed as the predominant indicator to assess teaching effectiveness (Becker et al., 2012; McPherson, 2010; Davies et al., 2007; Emer”