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.
Original language | English |
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Pages (from-to) | 641-653 |
Journal | Economics of Education Review |
Volume | 30 |
Issue number | 4 |
DOIs | |
Publication status | Published - Aug 2011 |
Keywords
- Teacher performance
- Data envelopment analysis
- Conditional efficiency
- Education