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An exploratory analysis of major dropdowns in Student Evaluation of Teaching ratings in higher education

  • Leguey, Santiago [1] ; Cid-Cid, Ana I. [1] ; Guede Cid, Rocío [1] ; Prieto, Jaime [1]
    1. [1] Rey Juan Carlos University
  • Localización: REMIE: Multidisciplinary Journal of Educational Research, ISSN-e 2014-2862, Vol. 13, Nº. 1, 2023 (Ejemplar dedicado a: February), págs. 91-113
  • Idioma: inglés
  • DOI: 10.17583/remie.10419
  • Títulos paralelos:
    • Análisis exploratorio de los grandes descensos en las valoraciones docentes del profesorado en la educación superior
  • Enlaces
  • Resumen
    • español

      Presentamos un estudio exploratorio de las valoraciones docentes del profesorado enfocado al análisis de los grandes descensos que en ocasiones se producen en las puntuaciones que obtienen los profesores universitarios que imparten una misma asignatura en al menos dos cursos consecutivos. Específicamente, el propósito fue identificar aquellos ítems de las encuestas de valoración docente asociados a los grandes descensos de puntuación. Compusieron la muestra las encuestas de valoración docente de una universidad española durante 5 años, con 2.284 pares de profesor-asignatura diferentes. Se empleó el percentil 5% de las diferencias entre las puntuaciones de las encuestas de un profesor y asignatura en dos años consecutivos como punto de corte para identificar los descensos más pronunciados. Se emplearon tablas de frecuencias para el análisis. Los resultados destacaron los ítems relacionados con la metodología docente como los más asociados a los grandes descensos de puntuación. El ítem relativo al cumplimiento de los horarios de clase presentó la mayor frecuencia de ocurrencia Más allá de las puntuaciones específicas obtenidas o de los ítems específicos en los que pueden ocurrir los mayores descensos, discutimos la importancia de incorporar su análisis a los informes de las encuestas de valoración docente del profesorado universitario.

    • English

      We present an exploratory study of Student Evaluation of Teaching (SET) surveys that focused on analyzing the major dropdowns that sometimes occur in SET scores of those university teachers who teach the same subject for at least two consecutive years. Specifically, the purpose of this study was to identify those SET survey items associated with major dropdowns in teacher evaluations. The sample comprised SET surveys ratings from one Spanish University over five years, for a total of 2,284 different teacher-subject pairs under analysis. The 5% percentile of the differences between the teacher and subject SET ratings in two consecutive years was used as the cut-off point to identify major dropdowns. Frequency tables were used for analysis. The results highlighted SET survey items related to teaching methodology as those most associated with major dropdowns in teachers’ ratings. In particular, the item concerning teachers’ compliance with class schedules showed the highest frequency of occurrence. Beyond the specific scores obtained or the specific items in which major dropdowns may take place, in this study we discuss the importance of incorporating major dropdowns analysis to SET surveys reports in the future.

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