Student Evaluations of Instruction (SEIs) from about 6000 sections over four years representing over 100,000 students at the college of business at a large public university are analyzed, to study the impact of non-instructional factors on student ratings. Administrative factors like semester, time of day, location, and instructor attributes like gender and rank are studied. The combined impact of all the non-instructional factors studied is statistically significant. Our study has practical implications for administrators who use SEIs to evaluate faculty performance. SEI scores reflect some inherent biases due to non-instructional factors. Appropriate norming procedures can compensate for such biases, ensuring fair evaluations.
Nargundkar, Satish and Shrikhande, Milind, "Norming of Student Evaluations of Instruction: Impact of Non-Instructional Factors" (2014). Managerial Sciences Faculty Publications. 3.
Educational Assessment, Evaluation, and Research Commons, Higher Education and Teaching Commons, Management Sciences and Quantitative Methods Commons
This manuscript is the post-print (refereed) version of an article published in the journal Decision Sciences Journal of Innovative Education
Nargundkar, S. and Shrikhande, M. (2014), Norming of Student Evaluations of Instruction: Impact of Noninstructional Factors. Decision Sciences Journal of Innovative Education, 12: 55–72. doi: 10.1111/dsji.12023