Evaluating the Evaluation of Teaching in Higher Education: What the Data from Student Surveys Do and Do not Tell Us [Online]


Student evaluation of faculty teaching is common in higher education. Constructs such as "teaching effectiveness" are putatively quantified with data taken from survey responses of undergraduate and graduate students. Items are assembled in fixed and constructed response formats. Scores are generated and aggregated with statistical summaries of Likert scales. These summaries are used for research, evaluation, and employment decisions. We examine some scientific, statistical, psychometric, ethical, and legal issues with reliance on these scores.

Brent Duckor is an Associate professor at the Lurie College of Education at San José State University, where he teaches in the Department of Teacher Education and serves as a core faculty member in the Ed.D. Leadership Program. He has served on state and national boards providing educational assessment and measurement expertise to the California’s Commission on Teacher Credentialing, the California Department of Education, the College and Career Readiness Evaluation Consortium for the National Council for Community and Education Partnerships in Washington, D.C. His scholarship informs researchers and practitioners in state, national and international arenas. Dr. Duckor has co-edited several international journals including Psychological Test and Assessment Modeling and Pensamiento Educativo, both focused on new developments in Rasch Item Response Theory (IRT) modeling. His most recent scholarship has appeared in the Journal of Educational Measurement, Teachers College Record, Journal of Teacher Education and Phi Delta Kappan.

Philip B. Stark is professor of Statistics and associate dean of Mathematical and Physical Sciences at the University of California, Berkeley. He works on inference problems in physical, biological, and social sciences. His CV is available at https://www.stat.berkeley.edu/~stark/bio.pdf

The Video Link of the Presentation

Tuesday, March 9, 2021 - 2:00pm
Online session