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Accounting for exogenous influences in performance evaluations of teachers
ARTICLE

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Economics of Education Review Volume 30, Number 4, ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

Students’ evaluations of teacher performance (SETs) are increasingly used by universities. However, SETs are controversial mainly due to two issues: (1) teachers value various aspects of excellent teaching differently, and (2) SETs should not be determined on exogenous influences. Therefore, this paper constructs SETs using a tailored version of the non-parametric Data Envelopment Analysis approach. In particular, we account for different values and interpretations that teachers attach to ‘good teaching’. Moreover, we reduce the impact of measurement errors and a-typical observations, and account explicitly for heterogeneous background characteristics arising from teacher, student and course characteristics.

Citation

De Witte, K. & Rogge, N. (2011). Accounting for exogenous influences in performance evaluations of teachers. Economics of Education Review, 30(4), 641-653. Elsevier Ltd. Retrieved October 20, 2019 from .

This record was imported from Economics of Education Review on March 1, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2011.02.002

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