The influence of student and course characteristics on monotonic response patterns in student evaluation of teaching in South Korea View Full Text


Ontology type: schema:ScholarlyArticle     


Article Info

DATE

2014-09

AUTHORS

Bo-Keum Choi, Jae-Woong Kim

ABSTRACT

Using multilevel models, this study examined the effects of student- and course-level variables on monotonic response patterns in student evaluation of teaching (SET). In total, 11,203 ratings taken from 343 general education courses in a Korean four-year private university in 2011 were analyzed. The results indicated that 96 % of variance of monotonic response patterns could be explained by student characteristics, such as gender, academic year, major, grade point average, SET score, and perceptions about course difficulty, while controlling for course-level variables. Furthermore, 4 % of variance of monotonic response patterns was derived from course characteristics, including faculty age and class size, while controlling for student-level variables. The findings suggest that Korean higher education institutions need to take proper measures to encourage students to participate more actively and sincerely in SET for the best and proper use of the evaluation’s outcomes. More... »

PAGES

483-492

Journal

TITLE

Asia Pacific Education Review

ISSUE

3

VOLUME

15

Author Affiliations

Identifiers

URI

http://scigraph.springernature.com/pub.10.1007/s12564-014-9332-y

DOI

http://dx.doi.org/10.1007/s12564-014-9332-y

DIMENSIONS

https://app.dimensions.ai/details/publication/pub.1002084176


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