Accounting for exogenous influences in performance evaluations of teachers

Kristof De Witte, Nicky Rogge*

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

46 Citations (Web of Science)

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 languageEnglish
Pages (from-to)641-653
JournalEconomics of Education Review
Volume30
Issue number4
DOIs
Publication statusPublished - Aug 2011

Keywords

  • Teacher performance
  • Data envelopment analysis
  • Conditional efficiency
  • Education

Cite this