Student Ratings of Teaching : A Summary of Research and Literature

By S. L. Benton, William E. Cashin. 2012

180 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f15397d5900e85579bede0dc160888f86b4d5f5b

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Citations in the corpus

Meta-analysis of faculty's teaching effectiveness: Student evaluation of teaching ratings and student learning are not related (2017, background): “However, some speculate that quantitative courses receive lower SET ratings because professors teaching them may be less competent and less effective (Benton & Cashin, 2012).”
Evaluating Student Evaluations of Teaching: a Review of Measurement and Equity Bias in SETs and Recommendations for Ethical Reform (2021, background): “When variables unrelated to teaching effectiveness systematically influence the results in SETs, this constitutes an issue with measurement (Marsh, 1984; Benton & Cashin, 2012).”
Student Evaluations of Teaching (Mostly) Do Not Measure Teaching Effectiveness (2016, background): “Some studies find that SET are valid and reliable measures of teaching effectiveness [22,23].”
National Student Survey: are differences between universities and courses reliable and meaningful? (2010, unknown): “Extensive reviews of this research (e.g., McKeachie, 1979, 1997; Cohen, 1980; Marsh, 1982, 1984, 1987, 2007; Cashin, 1988; Feldman, 1989a, 1989b, 1997, 1998; Abrami et al., 1990; Marsh & Dunkin, 1997) have consistently shown that, with careful attention to measurement and theoretical issues, SETs…”
Does the Flipped Classroom Improve Student Learning and Satisfaction? A Systematic Review and Meta-Analysis (2019, methodology): “Moreover, even though academic achievement or objective measures of learning may be considered more important, no evaluation of a teaching model or method should rely on only one type of data (Benton & Cashin, 2012).”