Quantitative evaluations of teaching quality in universities: the impact of students’ gender-specific expectations on teaching evaluations

Universities frequently use student evaluations of teaching (SETs) as a tool to evaluate teaching quality. I conducted two online multi-method empirical studies to explore whether the methodological and methodical limitations of standardised rating scales such as SETs may contribute to rather than impede the manifestation of gender biases in students’ evaluations of their lecturers. These limitations include constraints in humans’ abilities to generate quantifications as well as potential variations in students’ interpretations and use of item statements and answer scale categories. Study 1 involved surveys with open-ended questions and standardised rating scales, on which participants (N = 181) rated anonymously their “best” or “worst” lecturers from real-life contexts. In Study 2, participants (N = 336) read scenarios describing fictitious lecturers performing teaching behaviours based on my findings from Study 1. My findings revealed extensive variations in the ways in which student participants interpreted and used item statements and answer scale categories. For every item statement and answer category, the samples generally constructed large fields of meanings or reasons for picking the categories. However, on average, each participant listed only one to two reasons for their rating or choice of the answer category. I found significant gender differences in how frequently participants mentioned certain teaching behaviours, and in scores awarded to “best” male versus “best” female lecturers. In both studies, participants weighted several teaching behaviours differently in their ratings of lecturers of a different gender, although this only occurred in a minority of cases. Therefore, students may, in some cases, apply gendered schemas when evaluating lecturers and the methodological and methodical limitations of standardised rating scales might enable rather than reduce the manifestation of gender biases. I discuss practical implications for students, universities, and lecturers, and recommend that institutions should re-consider using SETs as the predominant method of teaching evaluation.

Name dc:type.qualificationname

phd

Level dc:type.qualificationlevel

doctoral

Grantor dc:publisher.institution

University of Greenwich

Year dc:date.issued

2023

Author dc:creator

• Jakcsiova, Viktoria

Advisor dc:contributor.advisor

• Uher, Jana

• LC Special aspects of education

Language dc:language

en