When student evaluation of teaching is no longer indicative
Psychology students’ in-class experience, motivational factors and future choices
Bibliographic Data
| ID | 20348273 |
|---|---|
| Authors | Liwei Chen (0000-0002-7596-9890, University of Pittsburgh), Christian D Schunn (0000-0003-3589-297X, University of Pittsburgh, corresponding author) |
| Year | 2025 |
| Volume | 86 |
| Pages | 101475 |
| Publication date | 2025-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Studies In Educational Evaluation (JOURNAL) |
| Journal identifiers | ISSN: 0191-491X • E-ISSN: 1879-2529 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.stueduc.2025.101475 |
| OpenAlex | W4410706549 |
| Language | EN |
| Citations received | 1 |
| References cited | 34 |
Student evaluations of teaching (SETs) are widely used in educational institutions to assess instructional quality, but concerns about potential negative effects are growing. We developed a new SET instrument, administered multiple times throughout the semester, focused on aspects students could meaningfully evaluate and instructors could act upon in large lecture psychology classrooms. Factor analyses of data collected from 883 students across three different psychology courses, we identified five distinct factors. An Active Learning factor positively predicted grades. Belonging and Inclusion, Productive Questioning, and Basic Understanding factors predicted students' post-course sense of belonging. Basic Understanding and Productive Questioning also predicted future course selections. Interestingly, Perceived Effectiveness, which represents the core content of many current SET questionnaires, showed significant negative associations with course grades and future course choices. In light of the strong evidence emerging against current SETs, the behavioral focus in the current instrument offers a possible way forward
Mathematics education · Pedagogy · Applied Psychology · Evaluation of Teaching Practices · Innovative Teaching Methods · Psychology · Social Psychology · Student Assessment and Feedback
On the Validity of Student Evaluation of Teaching
Students’ Evaluations of University Teaching
The association between student ratings of specific instructional dimensions and student achievement
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom
The secret life of fluency
Effects of grading leniency and low workload on students' evaluations of teaching
Student Ratings of Instruction and Student Achievement
Active learning increases student performance in science, engineering, and mathematics
Expectancy–Value Theory of Achievement Motivation
The Four-Phase Model of Interest Development
Student Evaluations of Teaching Encourages Poor Teaching and Contributes to Grade Inflation
Meta-analysis of faculty's teaching effectiveness
Validity of students’ evaluations of teaching
Student evaluation of teaching and matters of reliability
Sexism, racism, prejudice, and bias
Attractiveness, easiness and other issues
Classroom Belonging among Early Adolescent Students
Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors
When Making the Grade Isn’t Enough
Why High School Grades Are Better Predictors of On-Time College Graduation Than Are Admissions Test Scores
Seeq
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |