Correlations, trends and potential biases among publicly accessible web-based student evaluations of teaching: a large-scale study of RateMyProfessors.com data

By Andrew S. Rosen. 2018

99 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e789de3c8cc11b3f14cd4f1ebb344ab4748027e1

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Citations in the corpus

Student Evaluations of Teaching Encourages Poor Teaching and Contributes to Grade Inflation: A Theoretical and Empirical Analysis (2020, background): “The students therefore give the reward of good SETs to teachers who grade leniently (e.g., Anderson et al., 1975; Greenwald & Gillmore, 1997a; Griffin, 2004; Olivares, 2001) and do not require too much work (e.g., Felton et al., 2008; Rosen, 2018).”
Sexism, racism, prejudice, and bias: a literature review and synthesis of research surrounding student evaluations of courses and teaching (2021, background): “is, and to what extent results are determined by factors not related to course content or teaching quality (rosen 2018). Tucker’s (2014) study of 43,000 course evaluations found that across every discipline and course evaluated, and regardless of teaching staff, women students submitted SETs that we”
Evaluating Student Evaluations of Teaching: a Review of Measurement and Equity Bias in SETs and Recommendations for Ethical Reform (2021, background): “Instead, instructors receive higher evaluations for classes with lighter workloads or higher grading distributions (Greenwald & Gillmore, 1997; Miles & House, 2015; Rosen, 2018; Sinclair & Kunda, 2000).”
Men, women and STEM: Why the differences and what should be done? (2020, background): “• Women commonly get lower ratings than men in teaching evaluations (Rosen, 2018), even in experimental studies that equalize teaching quality (MacNell et al., 2015; Mengel et al., 2018).”