Meta-analysis of faculty's teaching effectiveness: Student evaluation of teaching ratings and student learning are not related

By Bob Uttl, C. A. White, D. Gonzalez. 2017

542 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c9cdcc1bb8217e46fe24b1aca5083ca673472a7c

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In Education

Citations in the corpus

The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research (2020, unknown): “In general, feedback from teachers to students is more eﬀective than from students to teachers, but the average eﬀect of student > teacher feedback has a high variance and there is a rich literature related to this variance (Marsh, 1987; Uttl et al., 2017).”
Gender biases in student evaluations of teaching (2017, methodology): “In an up-to-date meta-analysis and a re-analysis of past meta-analyses, Uttl et al. (2016) find no relationship between SET scores and student learning.”
Student Evaluations of Teaching Encourages Poor Teaching and Contributes to Grade Inflation: A Theoretical and Empirical Analysis (2020, methodology): “For example, more than one third of Cohen’s multisection studies had 10 or fewer sections (Uttl et al., 2017).”
Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis (2019, background): “This is an important result because it illustrates a point made by several commentators, that student satisfaction is related to a number of factors that may be irrelevant to student learning (Boring et al., 2016; Spooren, Brockx, & Mortelmans, 2013; Uttl et al., 2017).”
Teaching Computational Reproducibility for Neuroimaging (2018, background): “Student ratings have little or no relationship to the success of the course in conveying the material (Boring et al., 2016; Uttl et al., 2017), but they do appear to measure a variety of unfortunate and irrelevant factors such as the gender and race of the teacher (Boring et al.”