I Liked Your Course because You Taught Me Well: The Influence of Grades, Workload, Expectations and Goals on Students' Evaluations of Teaching.
By R. Remedios, D. A. Lieberman. 2008
147 citations recorded by the source corpus.
There has been considerable debate as to whether course evaluations are valid measures of teaching quality, or whether students instead reward tutors who give them high grades and assign low levels of work. To assess the factors that influence course evaluations, we measured university students' achievement goals and expectations at the beginning of the semester and also obtained information on grades and workload. Although grades and course difficulty did have a small influence on end-of-semester course ratings, structural modelling revealed that ratings were largely determined by how much students enjoyed or felt stimulated by the course content, which in turn depended on the perceived quality of teaching. Students with a mastery goal were more likely to look forward to the course, and this also contributed to positive course evaluations, but the effect was small. Overall, the results suggested that by far the largest determinant of student evaluation of courses is the quality of the teaching.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/f40ffd47466a237ddf506ec88a7a09f40d5d18e9
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
Citations in the corpus
- Student evaluations of teaching: combining the meta-analyses and demonstrating further evidence for effective use (2012, result): “This hypothesis has been supported by more recent work of sound design and quality (Remedios and Lieberman 2008 ).”
- Influence of Student Learning Experience on Academic Performance: The Mediator and Moderator Effects of Self-Regulation and Motivation. (2012, background): “Remedios & Lieberman, 2008 ) or the relative importance of these constructs as predictors of academic performance.”
- Determinants of PhD student satisfaction: the roles of supervisor, department, and peer qualities (2019, result): “…ostensibly seem paramount, and previous research comparing the relative importance of multiple determinants of student satisfaction generally support this view (Harnash-Glezer and Meyer 1991; Astin 1993; Krehbiel, McClure, and Pratsini 1997; Remedios and Lieberman 2008; de Kleijn et al. 2012).”