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Dissertations / Theses on the topic 'Student Evaluations'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Todoroff, Ryan. "Student perceptions of formative teacher evaluation putting the student back in student evaluations /." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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2

Burr, Brenda Sue. "Student Voices in Teacher Evaluations." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/4448.

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In an ever increasingly competitive global marketplace, a concern exists that American students are not being adequately prepared with the skills needed for the 21st century. As a remedy, improving quality of teacher instruction is a current national focus. Stakeholders are questioning current infrequent and inefficient methods of evaluating teacher performance. Many states are looking at using a 360 model of evaluating through multiple perspectives including the students themselves as key stakeholders. One method of accessing student voice and adding another perspective to teacher evaluations

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3

Huebner, Lucas James. "Demographic Analysis of Student Evaluations." Thesis, North Dakota State University, 2015. https://hdl.handle.net/10365/27860.

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Data was collected from North Dakota State University’s student rating of instructor’s forms during the fall of 2013 and the spring of 2014. This thesis investigates differences between male and female instructor’s ratings, as well as attempts to describe outcomes using other demographics. T-tests were performed comparing the means of class averages for male and female instructors for each question on the student evaluation. There was not a difference for the mean class averages between male and female instructors when the whole university was considered and when only looking at the Col

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4

Smith, Taylor Robert. "Evaluating the Effects of Non-Anonymity on Student Team-Member Evaluations." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3623.

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This thesis investigates the effect that non-anonymity has upon student team-member evaluations; more specifically, it looked at how to create conditions of openness and honesty in which students will readily give and receive constructive criticism. The central hypothesis of this research is that if students are taught and prepared to properly give and receive constructive criticism, and have multiple opportunities to do so, non-anonymous feedback is the most effective and desirable. In order to gauge the effects of non-anonymity, eight specific hypotheses relating to different aspects of the

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5

Baker, Scott Hamilton. "Faculty Perceptions as a Foundation for Evaluating Use of Student Evaluations of Teaching." ScholarWorks @ UVM, 2014. http://scholarworks.uvm.edu/graddis/288.

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Amidst ever-growing demands for accountability and increased graduation rates to help justify the rising costs of higher education, few topics in undergraduate education elicit a broader range of responses than student evaluations of teaching (SETs). Despite debates over their efficacy, SETs are increasingly used as formative (pedagogical practices) and summative (employee reviews) assessments of faculty teaching. Proponents contend SETs are a necessary component in measuring the quality of education a student receives, arguing that they further enable educators to reflect upon their own pedag

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6

Kramp, Jennifer A. "The Effect of Workload on Student Evaluations of Teaching." Cleveland State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1277094302.

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7

Beeler, Robert. "Rater Training to Improve Student Evaluations of Teaching Effectiveness." TopSCHOLAR®, 1999. http://digitalcommons.wku.edu/theses/743.

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The impact of rater training on students performing evaluations of teaching effectiveness was evaluated. Training was administered either via live lecture or video tape. Both trained groups were compared with a no training control group. It was hypothesized that the training would result in more accurate assessments of teaching evaluations and that there would be no significant differences between either of the trained groups. Results showed that students were able to distinguish between dimensions of performance. However, no effects of training were found. The trained groups did not differ si

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8

Kinnear, Zeleika A. "Effect of first impressions on student evaluations of lecturers." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11981.

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Includes abstract.<br>Includes bibliographical references.<br>Academic institutions (particularly historically White tertiary institutions) are experiencing challenges in attracting and retaining Black African and femail academic staff. Anecdotal evidence suggests that Black African academic staff at historically White universities in South Africa experience more resistance from students than White staff do. This study consequently investigated whether students rate lecturers differently on first impression, based on the lecturers' and students' race and gender.

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9

Bell, Emily Brooke. "Ordinal Regression to Evaluate Student Ratings Data." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2450.pdf.

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10

Hunn, Lorie L. "Field experience supervision a comparison of cooperating teachers' and college supervisors' evaluations of student teachers /." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1940057821&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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11

Ganivet, Fernando J. "Development of a New Student Evaluation Instrument of Instructor Effectiveness in Online Courses." FIU Digital Commons, 2011. http://digitalcommons.fiu.edu/etd/382.

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The purpose of this study was to (a) develop an evaluation instrument capable of rating students' perceptions of the instructional quality of an online course and the instructor’s performance, and (b) validate the proposed instrument with a study conducted at a major public university. The instrument was based upon the Seven Principles of Good Practice for Undergraduate Education (Chickering & Gamson, 1987). The study examined four specific questions. 1. Is the underlying factor structure of the new instrument consistent with Chickering and Gamson's Seven Principles? 2. Is the factor struc

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12

Gray, H. Joey. "Factors influencing responses on student evaluations of teachers in recreation curriculum." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3219896.

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Thesis (Ph.D.)--Indiana University, Dept. of Recreation and Park Administration, 2006.<br>Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 1995. Adviser: Sarah J. Young. "Title from dissertation home page (viewed June 21, 2007)."

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13

Anderson, Lorraine P. "Interactive televised instruction factors that influence student evaluations of business courses /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1273.

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Thesis (Ed. D.)--West Virginia University, 2000.<br>Title from document title page. Document formatted into pages; contains vii, 178 p. Vita. Includes abstract. Includes bibliographical references (p. 156-165).

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14

Quin?ones, Agar V. "Student Art Assessments, Teacher Evaluations, and Job Satisfaction among Art Teachers." Thesis, St. Thomas University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10745119.

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<p> The purpose of this qualitative case study was to explore and recognize if district-created student art assessments and teacher evaluations influenced the job satisfaction of art teachers due to the increased teacher turnovers and teacher shortages. The experiences, beliefs, and perceptions of the art teachers were critical in understanding and establishing if the increased implementation of the accountability measures added to the stress level and job satisfaction experienced by art teachers. The sample for this case study comprised of 10 male and female art teachers who were certified to

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15

Glover, Jacob I. "Finding the right mix: teaching methods as predictors for student progress on learning objectives." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/13623.

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Doctor of Philosophy<br>Department of Special Education, Counseling and Student Affairs<br>Aaron H. Carlstrom<br>This study extends existing student ratings research by exploring how teaching methods, individually and collectively, influence a minimum standard of student achievement on learning objectives and how class size impacts this influence. Twenty teaching methods were used to predict substantial or exceptional progress on each of 12 learning objectives. Analyses were conducted in four class-size groups, Small (between 10-14 students), Medium (between 15-34 students), Large (between 35-

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16

Drysdale, Michael J. "Psychometric Properties of Postsecondary Students' Course Evaluations." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/783.

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Several experts in the area of postsecondary student evaluations of courses have concluded that they are stable or reliable measures as well as being measures that provide ways of making valid inferences regarding teacher effectiveness. Often these experts have offered these conclusions without supporting evidence. Surprisingly, a thorough review of the literature revealed very few reported test-retest reliability studies of course evaluations and the results from these studies are contradictory. In the area of validity, the conclusions offered by scholars who conducted meta-analyses of mutlis

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17

Gall, Annette Rashid. "Faculty perceptions of the effects of student evaluations of teaching on higher education instructional practices and instructor morale." Huntington, WV : [Marshall University Libraries], 2004. http://www.marshall.edu/etd/descript.asp?ref=397.

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18

Buttars, Rilee A. "For PEAT's Sake: The Influence of Student-Led Evaluations on Small Nonprofits." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4141.

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Development evaluation is a booming business often seen as a development activity in its own right. Yet, not every actor in the field engages with evaluation. This is primarily due to inadequacies in time, data, resources and expertise. These challenges are prevalent among small nonprofits that arguably stand most in need to appraise their extensive efforts. In an accountability-focused environment, these organizations not only fail to assess adequately the impact of their work but also to evaluate reflectively their structure and implementation process. In response, the sociology and internat

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19

Lee, Christopher M. "Principals' Understanding of Teacher Evaluations Connected to the Colorado Student Assessment Program." Thesis, University of Phoenix, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3583291.

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<p> This qualitative grounded analysis involved exploring the knowledge and understanding school principals have on teacher evaluations and the connections to students’ scores on the Colorado Student Assessment Program (CSAP). The problem was that Colorado does not have a comprehensive and consistent standards-based teacher evaluation system managed by highly trained administrative evaluators capable of providing evaluation marks representative of actual teacher performance and competency levels based on student achievement from CSAP results. The purpose of this qualitative grounded anal

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20

Hopkins, Paul Thomas. "Teacher perspectives of the use of student performance data in teacher evaluations." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618729.

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The purpose of this study was to determine how K-12 public school teachers perceive the use of student performance data in teacher evaluations. The proprietary, utility, feasibility, and accuracy standards created by the Joint Committee on Standards for Education Evaluation (JCSEE) served as a framework for the study. An online survey was deployed to a random stratified sample of teachers across the United States. Participants responded to thirty statements using a four-point Likert Scale that ranged from Strongly Agree to Strongly Disagree. Participants were also provided an opportunity to li

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21

South, Kelsey. "College Student Survivors' Evaluations of Institutional Responses To Reports of Sexual Violence." Thesis, University of Oregon, 2017. http://hdl.handle.net/1794/22262.

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Sexual violence among college students is one of the largest public health concerns of violence researchers and administrators of Institutions of Higher Education (IHEs). The vast majority of college students do not formally report incidents of sexual violence to IHEs, but the experiences of those survivors who do report these crimes have not been thoroughly investigated. The purpose of this study was to (a) examine relationships between survivors’ evaluations of IHE responses, secondary victimization emotions, and future reporting intentions, and (b) determine what constitutes helpful and u

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22

Hudy, Michael J. "Student evaluations of overall teaching effectiveness : can single-item measures be justified? /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu148794815862836.

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23

Monzella, Kelley. "Educational Inequity and Ethnic Matching: Assessing Answers with Early Childhood Evaluations." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104300.

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Thesis advisor: Sara Moorman<br>Between the years 2000 and 2010, the Hispanic population in the United States grew by 15.2 million people at a rate faster than any other racial or ethnic group. Despite this population’s increasing size and political power, past researchers find that significant and persistent gaps exist between the test scores of Hispanic and non-Hispanic students. This study examines one solution proposed to close the test score gap: the assignment of students to demographically similar teachers. Using the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999, t

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24

Luxton-Reilly, Andrew. "The design and evaluation of StudySieve: a tool that supports student-generated free-response questions, answers and evaluations." Thesis, University of Auckland, 2012. http://hdl.handle.net/2292/17625.

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Asking students to reflect on course content and ask questions about that content has been shown to improve comprehension in numerous domains. More recently, tools have been developed to store multiple-choice questions created by students in an online repository where they can be shared, evaluated and discussed with their peers. Although benefits are reported from the use of such systems, multiple-choice questions are not suitable for all teaching contexts: many instructors prefer to use free-response questions to assess learning. This thesis describes the development and evaluation of an onli

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25

Valli-Marill, Joanne. "An examination of how faculty in higher education use student evaluations of teaching." Diss., Restricted to subscribing institutions, 2007. http://proquest.umi.com/pqdweb?did=1417816601&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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26

Tucker, Shelia Yvonne Jr. "Teaching and Learning Styles Of Community College Business Instructors and Their Students: Relationship to Student Performance and Instructor Evaluations." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30451.

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The Canfield Instructional Styles Inventory and the Canfield Learning Styles Inventory were used to identify the teaching styles of business instructors and the learning styles of their students. The study purposes included determining if a match existed between students' learning styles and instructors' teaching styles and determining if relationships existed between style match and student success as indicated by course grades and final exam scores and between style match and student evaluations of instructors. The participants were 5 business instructors and 99 students from two community

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27

Gruendler, Donald L. Jr. "Student Evaluations of Teaching| Perceptions of Faculty Knowledge and Their Relation to Learning." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10928162.

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<p> The majority of student evaluations of teaching (SET) related studies repeatedly consider matters related to the creation and validity of an assessment tool, as well as the validity, and reliability of SET scores. Not only to determine the usefulness of teaching; but also, the possible sources of student biases related thereto as well (Hofman & Kremer, 1980; Abrami & Mizener, 1983; Tollefson et al., 1989). However, limited research studies have considered SET and their relation to student learning outcomes. Therefore, the purpose of this study was to identify what relationships, if

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28

Staddon, Melissa. "Self-Serving Biases In Students' Evaluations of Teaching: Examining the Impact of Self-Reported Narcissism and Shyness." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31364.

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Students’ evaluations of teaching (SETs) have been used as a primary means of evaluating the teaching quality at postsecondary institutions for a number of years. The research in this area has been consistently expanding in an effort to validate its use and efficacy. To date, there has been little consensus regarding the validity of these evaluations, especially with regards to the possible impact of extraneous factors. Researchers have previously found evidence of a link between the self-serving bias and grade expectations. The present study used an experimental design to examine the vali

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29

Jones, Cassandra. "Nonresponse bias in online course evaluations /." Full-text of dissertation on the Internet (203 KB), 2009. http://www.lib.jmu.edu/general/etd/2009/Doctorate/Jones_Cassandra/jones2cr_doctorate_11-19-2009.pdf.

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30

Darby, Jenny A. "An investigation of social and other factors which influence evaluations of educational courses." Thesis, Loughborough University, 2005. https://dspace.lboro.ac.uk/2134/2810.

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This thesis examines factors, which influence responses on “paper and pencil” evaluations, commonly used with training programmes. A series of ten studies investigated evaluations of a wide range of courses, some taught by the researcher. It was emphasised, evaluations should take into account the educational variables of type of training, type of student and course content. Open ended evaluations were found to be influenced by a desire to react in a socially desirable manner. This interpretation was supported by student's responses on a questionnaire. The value of open ended evaluations as a

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31

Bloxham, Kristy T. "Using Formative Student Feedback: A Continuous Quality Improvement Approach for Online Course Development." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/801.

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The objective of this study was to examine the use of frequent, anonymous student course surveys as a tool in supporting continuous quality improvement (CQI) principles in online instruction. The study used a qualitative, multiple-case design involving four separate online courses. Analysis methods included pattern matching/explanation building, time series analysis, and thematic analysis. Findings suggested that instructors used student feedback to make course changes that alleviated technical difficulties, added and clarified content, and contributed to future course changes. Students and in

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32

Ransom, Whitney. "Faculty and Student Perceptions of the Effects of Mid-Course Evaluations on Learning and Teaching." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3169.pdf.

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33

Asher, Donna Brooks. "An Analysis of Student Perceptions of Teaching Effectiveness for Instructors Who Teach the Same Course in the Same Semester in Both Online and Face-to-Face Formats." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609164/.

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There is an increasingly number of students taking online classes in lieu of or in addition to the traditional face-to-face format. With this trend, there are questions that naturally come to the surface. The biggest question being "is teaching in the online arena just as effective as the face-to-face arena?" This dissertation aims to pursue that line of questioning by analyzing students' perceptions of the teaching effectiveness for instructors who teach the same course in both an online and face-to-face format in the same semester. The data are analyzed through the lens of the social capi

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34

Croteau, Ethan. "Evaluating predictions of transfer and analyzing student motivation." Link to electronic thesis, 2004. http://www.wpi.edu/Pubs/ETD/Available/etd-0430104-105752/.

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Thesis (M.S.)--Worcester Polytechnic Institute.<br>Keywords: Dialog; Learning Gain; Web-Based Evaluations; Empirical Results; Student Motivation; Mathematics education; Model-Tracing Tutors; Tutoring Strategy Evaluation; Intelligent Tutoring. Includes bibliographical references (p. 33-34).

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35

Alsarhan, Ala'a Mohammad. "Alternative Methods of Estimating the Degree of Uncertainty in Student Ratings of Teaching." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6939.

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This study used simulated results to evaluate four alternative methods of computing confidence intervals for class means in the context of student evaluations of teaching in a university setting. Because of the skewed and bounded nature of the ratings, the goal was to identify a procedure for constructing confidence intervals that would be asymmetric and not dependent upon normal curve theory. The four methods included (a) a logit transformation, (b) a resampling procedure, (c) a nonparametric, bias corrected accelerated Bootstrapping procedure, and (d) a Bayesian bootstrap procedure. The meth

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36

Neeb, Erin C. "Student evaluations of recyclable materials collections in university-owned residence halls at The Ohio State University." Connect to resource, 2005. http://hdl.handle.net/1811/5883.

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Thesis (Honors)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages: contains p.; also includes graphics. Includes bibliographical references (p. 65-67). Available online via Ohio State University's Knowledge Bank.

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37

Sheehan, Daniel. "Can secondary school architecture build community, encourage working successfully and enhance well-being? : student and staff evaluations." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/17941.

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In Britain, the ‘Building Schools for the Future’ (BSF) programme numbered among its aims: ‘the building of sustainable communities in which students and teachers alike [could] thrive’ (DfES, 2003, p.88). Modern, purpose-built and ecologically efficient architecture was regarded as central to this. What is less clear is how particular architectural features could contribute to the positive effects hypothesized in BSF literature. Vischer (2008) has identified three areas in which environmental psychology research explores the effects of workspaces and workplace design on individuals: Territoria

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Roseberry, Carrie. "A comparison of evaluations made by trained instructional evaluators and student evaluators of high school teachers' classroom performance." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1989. http://digitalcommons.auctr.edu/dissertations/2216.

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Purpose The purpose of this study was to determine the extent to which the perceptions of trained instructional evaluators' ratings relate to those of student evaluators in assessing the classroom performance of high school teacher. Methods and Procedures The sample utilized for this study consisted of 30 classroom teachers, 30 trained instructional evaluators, and 120 students from a population that was selected from a metropolitan high school in which the staff and student body represented a diverse make-up. Results The results of this study were statistically insignificant because there wer

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39

Ray, Barbara. "An investigation of how non-tenured faculty members use the results of student /faculty evaluations to improve classroom instruction." Scholarly Commons, 1999. https://scholarlycommons.pacific.edu/uop_etds/2574.

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Purpose . The student/faculty evaluation is one of the most widely used evaluation tools for determining which faculty to rehire and to identify those faculty who should receive merit increases. The purpose of this study was to investigate the ways in which non-tenured faculty members utilize the information from student/faculty evaluations to improve classroom instruction. Procedure . A survey of 300 faculty members from 22 National University campuses in California was conducted. National University faculty members are ranked bit do not have tenure. Each faculty member receives a student/fac

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40

Little, Dawn Kimberley. "Students-as-informants: Investigating the use of feedback by ITAs." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461173392.

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Alqarni, Abdulelah M. Dr. "THE RELATIONSHIP BETWEEN STUDENT EVALUATIONS AND TEACHER QUALITY IN HIGH SCHOOL IN SAUDI ARABIA: ITEM RESPONSE THEORY ANALYSIS AND MULTILEVEL MODELING." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1424789095.

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42

Whitacre, Wendy Susan. "The effectiveness of the SPEAK test in predicting international teaching assistant perceived teaching success as measured by student evaluations." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186723.

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In order to determine the usefulness of the SPEAK test in predicting perceived ITA success in the classroom, this study poses the question, "Is the SPEAK test a reliable predictor of student perception of ITA teaching success as measured by student evaluations?" Multiple regression analysis was used to determine how well SPEAK scores would predict perceptions of ITA teaching success. The factors involved in the regression analysis were field of study, language/culture background, TOEFL score, AZTEQ score and SPEAK score. The existing research can be grouped into two general theoretical paradig

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43

Lieux, Elizabeth McKinney. "The effect of teaching method on student's knowledge of quantity food production and service, course evaluations, and propensity for participative management." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-152010/.

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Soledad, Michelle Millete. "Understanding the Teaching and Learning Experience in Fundamental Engineering Courses." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/101098.

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Fundamental engineering courses are important to the undergraduate engineering student experience but have been associated with challenging educational environments. Several factors influence the educational environment, although learning experiences are primarily the outcome of interactions between instructors and students. To initiate change, it is important to understand teaching and learning experiences in fundamental engineering courses from the perspectives of the key players in these environments: instructors and students. To accomplish the goal of understanding teaching and learning ex

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Arikan, Serkan. "Construct Validity And Factor Structure Of Student Selection Examination Across Subgroups." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611814/index.pdf.

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In developing countries, there is a great demand for university education. In order to select students to universities a standardized test score is used. In Turkey, the Student Selection Test (SST) have important role in admission to universities. However, there is very limited knowledge about what SST mathematics sections actually measures. The main purpose of the present study is to evaluate the content of the mathematics subtest of the SST in line with mathematical cognitive skills and eventually provide construct related evidence for dimensionality of the test items. Within this framework,

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Borenstein, Julia. "University faculty members' perceptions of the need for accountability and/or improvement of teaching as a result of student evaluations : a case study." Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/30839.

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The increasing demand for quality in institutions of higher education in Israel prompted this qualitative case study of university teachers' attitudes to towards accountability and improvement of teaching. The direct catalyst was the widely used student evaluation of faculty. The respondents in this case study were faculty members from one teaching unit in an Israeli university. Questionnaires completed by all of the teachers in the unit provided the researcher with preliminary data concerning demographic details of the faculty members and an impression of attitudes and perceptions. Subsequent

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Sevgi, Sevim. "The Connection Between School And Student Characteristics With Mathematics Achievement In Turkey." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611190/index.pdf.

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The purpose of study is to investigate the effects of school characteristics on students&rsquo<br>mathematics achievement across Turkey by analyzing the data collected from school questionnaire, student background questionnaire and mathematics achievement test in Trends in International Mathematics and Science Study 2007. The analyzed sample was comprised of 4,498 students in 146 schools. Student level factors were highest level of education of either parent, students speak the language of test at home, students&rsquo<br>parents born in country, books in home, computer and internet connection,

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48

Karmeliuk, Maria [Verfasser], and Martin [Akademischer Betreuer] Kocher. "Team behavior in auctions, reciprocity on markets, and gender bias in student evaluations of teachers : essays in experimental economics / Maria Karmeliuk ; Betreuer: Martin Kocher." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2021. http://d-nb.info/1228270961/34.

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Smalskas, Tamy L. "A Comparison of Three Teacher Evaluation Methods and the Impact on College Readiness." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407840/.

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Much attention in recent years has gone to the evaluation of teacher effectiveness, and some scholars have developed conceptual models to evaluate the effectiveness. The purpose of this study was to compare three teacher evaluation models – the Texas Professional Development Appraisal System (PDAS), the teacher index model (TI), and the value-added model (VAM) – to determine teacher effectiveness using student demographic and longitudinal academic data. Predictive data from students included economic disadvantage status, ethnicity, gender, participation in special education, limited English pr

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Kalender, Ilker. "Effects Of Different Computerized Adaptive Testing Strategies On Recovery Of Ability." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613132/index.pdf.

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The purpose of the present study is to compare ability estimations obtained from computerized adaptive testing (CAT) procedure with the paper and pencil test administration results of Student Selection Examination (SSE) science subtest considering different ability estimation methods and test termination rules. There are two phases in the present study. In the first phase, a post-hoc simulation was conducted to find out relationships between examinee ability levels estimated by CAT and paper and pencil test versions of the SSE. Maximum Likelihood Estimation and Expected A Posteriori were used

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