ISSN 1444-8890 ECONOMIC THEORY, APPLICATIONS AND ISSUES Working Paper No. 42 Students’ Evaluation of Teaching Effectiveness: What Su rveys Tell and What They Do Not Tell by Mohammad Alauddin And Clem Tisdell November 2006 THE UNIVERSITY OF QUEENSLAND ISSN 1444-8890 ECONOMIC THEORY, APPLICATIONS AND ISSUES (Working Paper) Working Paper No. 42 Students’ Evaluation of Teaching Effectiveness: What Surveys Tell and What They Do Not Tell by Mohammad Alauddin1 and Clem Tisdell ∗ November 2006 © All rights reserved 1 School of Economics, The Univesity of Queensland, Brisbane 4072 Australia. Tel: +61 7 3365 6570 Fax: +61 7 3365 7299 Email:
[email protected]. ∗ School of Economics, The University of Queensland, Brisbane 4072 Australia. Tel: +61 7 3365 6570 Fax: +61 7 3365 7299 Email:
[email protected] Students’ Evaluations of Teaching Effectiveness: What Surveys Tell and What They Do Not Tell ABSTRACT Employing student evaluation of teaching (SET) data on a range of undergraduate and postgraduate economics courses, this paper uses ordered probit analysis to (i) investigate how student’s perceptions of ‘teaching quality’ (TEVAL) are influenced by their perceptions of their instructor’s attributes relating including presentation and explanation of lecture material, and organization of the instruction process; (ii) identify differences in the sensitivty of perceived teaching quality scores to variations in the independepent variables; (iii) investigate whether systematic differences in TEVAL scores occur for different levels of courses; and (iv) examine whether the SET data can provide a useful measure of teaching quality. It reveals that student’s perceptions of instructor’s improvement in organization, presentation and explanation, impact positively on students’ perceptions of teaching effectiveness.