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Management by Results: Student Evaluation of Faculty Teaching and the Mismeasurement of Performance |
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Abstract:
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Using data on four years of courses at ZZZZ University, regression results show that actual grades have a significant, positive effect on SETs, controlling for expected grade and fixed effects for both faculty and courses, and for possible endogeneity. Implications are that the SET is a faulty measure of teaching quality and grades a faulty signal of future job performance. Students, faculty, and provost appear to be engaged in an individually rational but socially destructive game centered on the link between SETs and grades. When performance is hard to measure, pay-for-performance, embodied by the link between SETs and faculty pay, may have unintended adverse consequences; a more open contract and self-enforced norms may be less costly. |
Most Common Document Word Stems:
grade (255), set (226), student (178), measur (164), faculti (149), cours (98), expect (93), teach (90), higher (86), pay (85), perform (84), 1 (76), actual (71), averag (70), univers (70), use (65), valu (64), effect (63), also (61), system (60), may (56), |
Author's Keywords:
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Student Teaching Evaluation, Productivity, Measurement, Pay for Performance |
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Association:
Name: American Political Science Association
URL: http://www.apsanet.org
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Citation:
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MLA Citation:
| Langbein, Laura. "Management by Results: Student Evaluation of Faculty Teaching and the Mismeasurement of Performance" Paper presented at the annual meeting of the American Political Science Association, Marriott, Loews Philadelphia, and the Pennsylvania Convention Center, Philadelphia, PA, Aug 31, 2006 <Not Available>. 2009-05-24 <http://www.allacademic.com/meta/p153087_index.html> |
APA Citation:
| Langbein, L. I. , 2006-08-31 "Management by Results: Student Evaluation of Faculty Teaching and the Mismeasurement of Performance" Paper presented at the annual meeting of the American Political Science Association, Marriott, Loews Philadelphia, and the Pennsylvania Convention Center, Philadelphia, PA Online <PDF>. 2009-05-24 from http://www.allacademic.com/meta/p153087_index.html |
Publication Type: Proceeding
Abstract: Using data on four years of courses at ZZZZ University, regression results show that actual grades have a significant, positive effect on SETs, controlling for expected grade and fixed effects for both faculty and courses, and for possible endogeneity. Implications are that the SET is a faulty measure of teaching quality and grades a faulty signal of future job performance. Students, faculty, and provost appear to be engaged in an individually rational but socially destructive game centered on the link between SETs and grades. When performance is hard to measure, pay-for-performance, embodied by the link between SETs and faculty pay, may have unintended adverse consequences; a more open contract and self-enforced norms may be less costly. |
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| Document Type: |
PDF |
| Page count: |
52 |
| Word count: |
16982 |
| Text sample: |
| Management by Results: Student Evaluation of Faculty Teaching and the Mis- measurement of Performance Laura Langbein Department of Public Administration and Policy American University Washington DC 20016 1 Abstract Management by Results: Student Evaluation of Faculty Teaching and the Mis- measurement of Performance Using data on four years of courses at ZZZZ University regression results show that actual grades have a significant positive effect on SETs controlling for expected grade and fixed effects for both faculty and courses and |
| Academic Publishing Pass the Real Market Test?" Public Choice 120 (1-2) May: 41-61. Trout Paul (1999). "Deconstructing an Evaluation Form." http://www.bus.lsu.edu/accounting/faculty/crumbley/deconstructing_evaluation.html Trout Paul (2000). "Low Marks for Top Teachers." Washington Post March 13: A17. Wall Street Journal (2003). “Low Marks for High Marks.” Sept. 5 Editorial: W15. Leslie Whittington (2001). "Detecting Good Teaching." Journal of Public Affairs Education 7 (5): 5-8. Penelope J. Yunker and James A. Yunker (2003). “Are Student Evaluations of Teaching Valid? Evidence From an Analytical |
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