Student Academic Performance and its Relationship with Teacher Evaluation:
Theoretical Framework proposal
DOI:
https://doi.org/10.21680/1981-1802.2018v56n50ID15371Keywords:
Evaluation, Grade, Teacher, StudentAbstract
This study aims to retake a theoretical debate and to obtain a framework of analysis about the possible influence of students' grades on the evaluations they make of teachers. We sought to understand the the grade-evaluation relation, through the collection of previous studies and the bibliographic review on the subject. We developed a conceptual framework structure based on the level of significance of the relationship between student academic performance and teacher evaluation The results of the research indicated that some authors recognize the relation in which the student's grade interferes in the evaluation of the teacher, explained by the pact of leniency or by the real learning. On the other hand, some authors show that this relationship is not significant and there are other variables such as gender, age and teacher experience that also interfere in the evaluation. The results found allow a better understanding of the relationship from the perspective of several authors, but it is worth emphasizing the need to use different methodological approaches to establish how the grade-evaluation relationship happens.
Downloads
References
ABRAMI, Philip; D’APOLLONIA, Sylvia. Curent concerns are past concern. American Psychologist, Washington, v. 54, n. 1, p. 519- 520, jul. 1999.
BENTON, Stephen; CASHIN, Willian. Student ratings of teaching: a summary of the research and literature. IDEA paper n. 50. Manhattan, K. S: Kansas State University, Center for Faculty Evaluation and Development, 2012.
BENTON, Stephen; DUCHON, Dennis, PALLETT, Willian. Validity of student self-reported ratings of learning. Assessment & Evaluation in Higher Education, Kennesaw, v. 38, n. 4, p. 1-12, 2011.
BORING, Anne. Gender biases in student evaluations of teachers. OFCE-PRESAGE-SCIENCES PO and LEDa-DIAL, Paris, n. 13, p. 1-67, abr. 2014.
BORING, Anne; OTOBONI, Kellie; STARK, Philip. Student Evaluations of Teaching (Mostly) Do Not Measure Teaching Efectiveness. Science Open Research, Berkeley, p. 1-11, 2016.
BOUTH, Raimundo Nonato de Souza. Avaliação docente antidemocrática: influência na prática pedagógica. Espaço Pedagógico, Passo Fundo, v. 20, n. 2, p. 386-390, jul./dez. 2013.
BRAGA, Michela; PACCAGNELLA, Marco; PELLIZZARI, Michele. Evaluating students’ evaluations of professors. Economics of Education Review, Amsterdam, Elsevier, n. 41, p. 71-88, 2014. Disponível em: < https://doi.org/10.1016/j.econedurev.2014.04.002> Acesso em: 01 jul. 2018.
BRASKAMP, Larry; BRANDERBURG, Dale; ORY, John. Evaluating teaching effectiveness: A pratical guide. Beverly Hills, CA: Sage, 1985.
CAPELLERAS, Joan Lluís; VERGÉS, José Veciana. Calidad de servicio em la Enseñanza Universitária: desarrollo y validación de uma escala de medida. Documento de Trabalho nº 2001/4. Barcelona: Universidade de Barcelona, Departamento de Economia, 2001.
CARRELL, Scott; WEST, James. Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors. Journal of Political Economy, Chigaco, v. 118, n. 3, p. 409-432, 2010.
CARVALHO, Eleonora. Desempenho docente: o caso do Departamento de Eletrônica e Sistemas da Universidade Federal de Pernambuco. 1990. 123 f. Dissertação (Mestrado em Administração) – Programa de Pós-Graduação em Administração, Universidade Federal de Santa Catarina, Santa Catarina, 1990.
CASHIN, Willian. Students do rate different academic fields differently. In: THEALL, Michael; FRANKLIN, Jennifer (Org.). New Directions For Teaching and Learning-Student ratings of Instruction: Issues for improving practice. San Francisco: Jossey-Bass, 1995.
CENTRA, John. Determining faculty effectiveness. San Francisco, C. A: Jossey-Bass, 1979.
CENTRA, John. Enhancing your teaching through use of the SIR II report: suggestions for improvement. Pricenton, NJ: Educational Testing Service, 2007.
CENTRA, John; GAUBATZ, Noreen. Is there Gender Bias in student evaluations of teaching? The Journal of Higher Education, Columbus, v. 71, n. 1, p. 17-33, jan./fev. 2000.
CLAYSON, Dennis. Student Evaluations of Teaching: Are They Related to What Students Learn? A Meta-Analysis and Review of the Literature. Journal of Marketing Education, Carolina do Norte, v. 31, n. 1, p. 16-30, abr. 2009.
COHEN, PETER. Student rating of instruction and student achievement: a metaanalysis of multisection validity studies. Review of Educational Research, Hanover, v. 3, p. 281-309, 1981.
DE BEM, Amiltom Barreto. Confiabilidade e validade estatísticas da avaliação docente pelo discente: proposta metodológica e estudo de caso. 2004. 296 f. Tese (Doutorado em Engenharia de Produção) – Programa de Pós-graduação em Engenharia de Produção, Universidade Federal da Santa Catarina, Florianópolis, 2004.
DECANIO, Stephen. Student evaluations of teaching : a multinominal logit approach. The Journal of Economic Education, Philadelphia, v. 17, n. 3, p. 165-176, 1986.
DOYLE, Kenneth; WHITELY, Susan. Student Ratings as Criteria for Effective Teaching. American Educational Research Journal, Washington, v. 1, n. 3, p. 259-274, 1974.
FELDMAN, Kenneth. Seniority and experience of college teachers as related to evaluations they receive from students. Research in Higher Education, New York, v. 18, n. 1, p. 3-124, 1983.
FELDMAN, Kenneth. Instructional effectiveness of college teachers as judged by teachers themselves, current and former students, colleagues, administrators and external (neutral) observers. Research in Higher Education, New York, v. 30, n. 1, p. 137-194 , 1989.
FELDMAN, Kenneth. College students’ views of male and female college teachers: Part I-Evidence from the social laboratory and experiments. Research in Higher Education, New York, v. 33, n. 1, p. 317-375, 1992.
FELDMAN, Kenneth.College students’ views of male and female college teachers: Part II-Evidence from students’ evaluations of their classroom teachers. Research in Higher Education, New York, v. 34, n. 1, p. 151- 211, 1993.
FELDMAN, Kenneth. Identifying exemplary teachers and teaching: evidence from student ratings. In: PERRY, Raymond ; SMART, John. (Org.) Effective teaching in higher education: Research and practice. New York: Agathon Press, 1997.
FELDMAN, Kenneth. Identifying exemplary teachers and teaching: Evidence from student ratings. In: PERRY, Raymond; SMART, John (Org.) The scholarship of teaching and learning in higher education: an evidence-based perspective. Dordrecht, The Netherlands: Springer, 2007.
GOMES, Cristiano Mauro Assis; BORGES, Oto. Limite da validade de um instrumento de avaliação docente. Avaliação Psicológica, Porto Alegre, v. 7, n. 3, p. 391-401, dez. 2008.
GRANZIN, Kent; PAINTER, John. A new explanation for student course evaluation tendencies. American Educational Research Journal, Washington, v. 10, n. 2, p. 115-124, 1973.
GREENWALD, Anthony. Validity concerns and usefulness of student ratings of instruction. American Psychologist, Washington, v. 52, n. 11, p. 1182-1186, 1997.
GREENWALD, Anthony; GILLMORE, Gerald. How useful are student ratings? Reactions to comments on the Current Issues Section. American Psychologist, Washington, v. 53, n. 11, p. 1228-1229, jul. 1998.
HOWARD, George; MAXWELL, Scott. The correlation between student satisfaction and grades: A case of mistaken causation? Journal of Educational Psychology, Washington , v. 72, n. 6, p. 810-820, 1980.
HOWARD, George; MAXWELL, Scott. Do grades contaminate student evaluations of instruction? Research in Higher Education, Ponte Vedra Beach, v. 16, p. 175-188, 1982.
JOHNSON, Valen. Grade inflation: A crisis in college education. New York, NY: Springer-Verlag, 2003.
KRAUTMANN, Anthony; SANDER, William. Grades and student evaluations of teachers Department of Economics. Economics of Education Review, Chigago, n. 18, p. 59-63, 1999.
KULIK, James; McKEACHIE, Wilbert. The evaluation of teachers in higher education. Review of Research in Education, Washington, v. 3, n. 1, p. 210-240, 1975.
MACNELL, Lillian; DRISCOLL, Adam; HUNT, Andrea. What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching. Innovative Higher Education, Tallahassee, v. 40, n. 4, p. 291-303, 2015.
MARSH, Herbert. Student’s evaluations of university teaching: dimensionality, reliability, validity, potencial biases, and utility. Journal of Educational Psychology, Washington, v. 76, n. 5, p 707-754, 1984.
MARSH, Herbert. Students’ evaluations of university teaching: dimensionality, reliability, validity, potential biases and usefulness. In: PERRY, Raymond; SMART, John. (Org.) The Scholarship of teaching and learning in higher education: an evidence-based perspective. Dordrecht, The Netherlands: Springer, 2007.
MARSH, Herberth; DUNKIN, Michael. Student’s evaluation of university teaching: A multidimensional perspective. In: PAULSEN, Michael. Higher education: Handbook of theory and research. New York: Agathon, 1992.
MARSH, Herberth; ROCHE, Lawrence. The use of students evaluations of University Teaching to improve teaching effectiveness. Canberra: Department of Employment Education and Training, 1994.
MARSH, Herberth; ROCHE, Lawrence. Effects of grading leniency and low workload on students’ evaluations of teaching: Popular myth, bias, validity, and innocent bystanders. Journal of Educational Psychology, Washington, v. 92, n. 1, p. 202-22, 2000.
MCKEACHIE, Wilbert. Student ratings of faculty: A reprise. Academe, Washington, v. 65, n. 6, p. 384-397, 1979.
MORAIS, Natércia Margarida da Conceição Ferreira. Percepção do ensino pelos alunos: proposta de instrumento de avaliação para ensino superior. Braga: Universidade do Minho, 2005, 150 f. Dissertação (Mestrado em Psicologia) – Instituto de Educação e Psicologia, Universidade do Minho, Braga, 2005.
MOREIRA, Marco Aurélio. Avaliação do professor pelo aluno como instrumento de melhoria do ensino universitário. Educação e Seleção, São Paulo, v. 4, n. 119, p. 109-124, jul./dez. 1981.
MOREIRA, Daniel Augusto. Avaliação do professor universitário pelo aluno: possibilidades e limitações. 1986. n.p. Tese (Doutorado em Educação) – Programa de Pós-Graduação em Educação, Universidade de São Paulo, São Paulo,1986.
MOREIRA, Daniel Augusto. Fatores influentes na avaliação do professor pelo aluno: uma revisão. Educação e Seleção, Fundação Carlos Chagas, v. 17, p. 73-87, 1988.
PAIVA, Vera Lúcia Menezes de Oliveira; SADE, Liliane Assis. Avaliação, cognição e poder. Revista Brasileira de Linguística Aplicada, Belo Horizonte, v. 6, n. 2, p. 33-57, 2006.
PRIMI, Ricardo; MORAES, Ilmara Fátima. Validade de um instrumento de Avaliação de Desempenho de Docentes do Ensino Superior. Revista da Rede de Avaliação Institucional da Educação Superior, Sorocaba, v. 10, n. 3, set. 2005.
RAYDER, Nicholas F. College Student Ratings of lnstructors. The Journal of Experimental Education, Philadelphia, v. 37, n. 2, p. 76-81, 1968.
RENAUD, Robert; MURRAY, Harry. Aging, personality, and teaching effectiveness in academic psychologists. Research in Higher Education, Ponte Vedra Beach, v. 37, n. 3, p.323-340, 1996.
ROTEM, Ariem; GLASMAN, Naftaly. On the effectiveness of students' evaluative feedback to university instructors. Review of Educational Research, Washington, v. 49, n. 1, p. 497-511, 1979.
SANTORO, Bruno Faccini; YAMASHITA, André Shigueo; ASSENHAIMER, Cristhiane. Elaboração e análise de questionários de avaliação de disciplinas de pós-graduação em Engenharia de disciplinas de pós-graduação em Engenharia Química. In: CONGRESSO BRASILEIRO DE EDUCAÇÃO EM ENGENHARIA, 40, 2012, Belém. Anais… Belém: Universidade Federal do Ceará, 2012.
SEIVER, Daniel. Evaluations and grades: a simultaneous framework. The Journal of Economic Education, Philadelphia, v. 14, n. 3, p. 32-38, 1983.
TEJEDOR, Francisco Javier; MONTEIRO, Maria Lourdes. Indicadores de la calidad docente para la evaluacion del professor universitário. Revista Española de Pedagogia, Del Valle, v. 48, n. 186, p. 259-27, 1990.
VOEKS, Vírginia; FRENCH, Graça. Are student ratings of teachers affected by grades? Journal of Higher Education, Columbus, v. 31, n. 6, p 330-333, 1960.
WEINBERG, Bruce; FLEISHER, Belton; HASHIMOTO, Masanori. Evaluating methods for evaluating instruction: The case of higher education. Journal of Economic Education, Philadelphia, v. 40, n. 3, p. 227-261, 2009.
Downloads
Published
How to Cite
Issue
Section
License
The Journal Education in Question shall retain the copyright in all articles that it publishes.
The authors and co-authors of articles and book reviews, published in the Journal Education in Question, shall wait for at least 1 (one) year before they are allowed to submit new works for publication.
