Rethinking bias in student evaluations
A multivariate analysis of observable instructional behaviors
Datos Bibliográficos
| ID | 19378189 |
|---|---|
| Autores | Claudia Cornejo Happel (0009-0003-9802-6937, Embry–Riddle Aeronautical University, autor de correspondencia), Lauren Barbeau (0009-0009-6635-434X, Georgia Institute of Technology), Chad Rohrbacher (0000-0002-0374-2937, Embry–Riddle Aeronautical University), Jenna Korentsides (0000-0002-9833-7036, Human Factors and Behavioral Neurobiology, Embry-Riddle Aeronautical University), Joseph R Keebler (0000-0003-2246-7472, Human Factors and Behavioral Neurobiology, Embry-Riddle Aeronautical University) |
| Año | 2026 |
| Volumen | 51 |
| Número | 1 |
| Páginas | 82-98 |
| Fecha de publicación | 2026-01-02 |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Assessment & Evaluation in Higher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2025.2548923 |
| OpenAlex | W4414000334 |
| Idioma | EN |
| Citas recibidas | 1 |
| Referencias citadas | 17 |
Student evaluations of teaching significantly impact faculty careers but have been shown to exhibit biases, notably regarding instructor gender. Previous research consistently finds that women faculty receive lower student ratings compared to men – even when objective indicators such as student performance are equal. This study investigates how evaluation question framing influences bias expression. The research analyzes whether asking students to assess observable, concrete instructional behaviors rather than subjective instructor characteristics reduces gender bias in midterm feedback. Using multivariate analyses of evaluations from 967 students and 27 faculty from diverse institutions and disciplines, the study found no statistically significant gender differences when feedback was structured around specific instructional behaviors. Instead, significant variations emerged related to instructor age and teaching experience, highlighting the importance of contextualizing feedback within a developmental framework. These results suggest that behaviorally anchored evaluation instruments can produce fairer, more constructive student feedback. Institutions seeking equitable and meaningful teaching evaluations may thus benefit from adopting formative, behavior-focused tools that emphasize specific teaching practices rather than subjective traits
Higher education · Mathematics education · Multivariate analysis · Multivariate statistics · Observable · Physics · Political science · Statistics · Evaluation of Teaching Practices · Innovations in Educational Methods · Mathematics · Psychology · School Choice and Performance
What’s in a Name
Student evaluations of teaching (mostly) do not measure teaching effectiveness
Gender and cultural bias in student evaluations
Student Evaluations of Teaching Encourages Poor Teaching and Contributes to Grade Inflation
Gender Bias in Student Evaluations of Teaching
Can you mitigate gender bias in student evaluations of teaching? Evaluating alternative methods of soliciting feedback
Evaluating Student Evaluations of Teaching
Evaluation of Women in Economics
Teaching White privilege to White students can mean saying good-bye to positive student evaluations
Why Student Ratings of Faculty Are Unethical
Exploring Bias in Student Evaluations
| Citas por año | 1 |
|---|---|
| Intervalo de citas | 2026 - 2026 (1) |
| Altamente citado | No |