Student evaluations of teaching: perceptions and biasing factors

Abstract

Purpose

The purpose of this study is to examine students' perception of end‐of‐semester Student Evaluations of Teaching (SET), and to explore the extent to which SET are biased by non‐instructional factors.

Design/methodology/approach

A survey questionnaire about the end‐of‐semester SET was designed and administered to 819 students selected from a random list of summer classes at the American University of Sharjah in the United Arab Emirates. Appropriate statistical analysis methods of the resulting data were performed.

Findings

The results of this study show that significant differences exist among the various demographic groups with respect to both students' perceptions of the evaluation process and their tendency to be biased by a number of non‐instructional factors. The study has presented evidence on how students' cultural and linguistic backgrounds affect their responses to SET.

Practical implications

This paper provides useful information for the academic community concerning the validity and reliability of SET rating scales used in US universities abroad and whether the data obtained from such rating scales should be used for administrative and personnel decisions. In addition, teachers should examine SET assessments with care before undertaking modifications to their teaching practices.

Originality/value

This paper was the first to examine SET in a US university overseas, where the majority of students are non‐native speakers of the English language, and of an Arab origin. The findings illuminate the importance of understanding the cultural and linguistic contexts of the institution in which SET are conducted.

Citation

Al‐Issa, A. and Sulieman, H. (2007), "Student evaluations of teaching: perceptions and biasing factors", Quality Assurance in Education, Vol. 15 No. 3, pp. 302-317. https://doi.org/10.1108/09684880710773183