THE EFFICIENCY IMPLICATIONS OF USING PROPORTIONAL EVALUATIONS TO SHAPE THE TEACHING WORKFORCE

We examine the efficiency implications of imposing proportionality in teacher evaluation systems. Proportional evaluations force comparisons to be between equally circumstanced teachers. We contrast proportional evaluations with global evaluations, which compare teachers to each other regardless of teaching circumstance. We consider a policy where administrators use teacher ratings to help shape the workforce and define efficiency in terms of student achievement. Our analysis shows that proportionality can be imposed in teacher evaluation systems without efficiency costs under a wide range of evaluation and estimation conditions. Proportionality is efficiency enhancing in some cases. These findings are notable given that proportional evaluations offer a number of other policy benefits. (JEL I20, J48)     

End-of-Course Evaluations as Indicators of Student Learning and Instructor Effectiveness

There are two aspects of this article that readers should find particularly interesting. First, Marlin and Niss provide additional data on the question of student evaluations of professors and courses. Second, they suggest the use of canonical correlation as an ideal way of facing the problems confronted in analyzing the educational production function. The authors assert that “canonical correlation would seem to answer many of the problems encountered in previous single-equation models….” Their research suggests that student evaluations can be used as surrogates for direct evaluations and that the former “do indeed measure the level of teacher input.”     

SYSTEMATIC INFLUENCES ON TEACHING EVALUATIONS: THE CASE FOR CAUTION*

In this paper, we examine eight years of Quality of Teaching (QOT) responses from an Economics Department in an Australian University. This is done to determine what factors, besides the instructor, have an impact on the raw average student evaluation scores. Most of the previous research on student ratings has been conducted in the US. One significant difference between US and Australian tertiary education is that, on average, the number of foreign undergraduate students in Australia is ten times the number in US institutions. We find that cultural background significantly affects student evaluations. Other factors that have an influence on the average QOT score include: year level; enrolment size; the quantitative nature of the subject; the gender of the student; fee‐paying status by gender; course of study; the differences between the course mark and previous marks; the quality of workbooks; the quality of textbooks; and the QOT score relative to those in other subjects taught at the same time. In addition, average QOT scores for instructors who have taught in a mix of subjects are similar to those based on scores adjusted to account for subject and student characteristics.     

Modeling Student Subject Choice at Secondary and Tertiary Level: A Cross-Section Study

Cross-section data on secondary level student choices provide evidence on factors influencing the decision to study economics. Such evidence makes a key contribution to the broader debates on why student numbers have been falling in economics and why women are reluctant economists. Greater mathematical aptitude and prior knowledge of the subject influence the decision to study economics, and a significant effect is attributable to relative underachievement in economics. There are also significant peer group and teacher effects. Female students are more likely to study economics when there is a critical mass of women studying the subject. There is a positive role model effect of female teachers—although this does not carry over to the decision to continue with economics at the university.     

A signalling model of school grades under different evaluation systems

We examine the role of school grades as a signal of worker productivity under different examination systems in relation to errors that may affect student performance. Firms use school grades as a signal of workers’ effective skills, taking into account that these evaluations are effected by stochastic shocks. We show that more precise evaluation systems, being associated with a higher reactivity of wages to school grades, induce students to provide more effort. Low ability students tend to react less than high ability students. Moreover, individuals with low abilities may prefer less accurate evaluation systems. Nevertheless, when productivity increases, these systems become less convenient and the number of individuals preferring them diminishes. Our analysis highlights an important trade-off between centralised and decentralised evaluation systems. On the one hand, frequent evaluations, typical of decentralised systems, weaken the impact on grades of those errors which influence student performance and, so, reduce signal noise, while, on the other hand, different teachers generally adopt different performance assessment standards, leading to noisier evaluations.     

A Statistical Interpretation of Student Evaluation Feedback

This article deals with the same basic subject—student evaluation of teaching—covered by Marlin and Niss in this issue. Dilts's approach is quite different, however. Readers will want to compare the model he used with that suggested by Marlin and Niss. One of Dilts's major findings is that “student course evaluations are directly associated with grade expectations and inversely associated with the degree to which the course is required.” In his paper he proposes a method that should help “to control for factors that distort evaluation.”     

The impact of teacher subject knowledge on student achievement: Evidence from within-teacher within-student variation

Teachers differ greatly in how much they teach their students, but little is known about which teacher attributes account for this. We estimate the causal effect of teacher subject knowledge on student achievement using within-teacher within-student variation, exploiting a unique Peruvian 6th-grade dataset that tested both students and their teachers in two subjects. Observing teachers teaching both subjects in one-classroom-per-grade schools, we circumvent omitted-variable and selection biases using a correlated random effects model that identifies from differences between the two subjects. After measurement-error correction, one standard deviation in subject-specific teacher achievement increases student achievement by about 9% of a standard deviation in math. Effects in reading are significantly smaller and mostly not significantly different from zero. Effects also depend on the teacher-student match in ability and gender.     

DOES TEACHER QUALITY AFFECT STUDENT PERFORMANCE? EVIDENCE FROM AN ITALIAN UNIVERSITY

In this paper, we analyse whether the characteristics of university teaching staff matter with regard to students' performance and interest in the discipline. We use data on about 1000 students enrolled on the first-level degree course in business and economics at a medium-sized Italian university. Thanks to the random assignment of students to different teaching classes during their first year, we are able to analyse the effect that teachers with different characteristics, in terms of experience and research productivity, produce both on students' performance, measured in terms of the grades obtained at subsequent examinations, and on courses chosen. Our results suggest that teacher quality has statistically significant effects on students' grades in subsequent courses. These effects are also robust after controlling for unobserved individual characteristics. On the other hand, we find less clear evidence when relating teacher quality to student involvement with a subject. It emerges that research productivity does not produce a statistically significant effect on the probability of a student undertaking additional courses in a subject, while more experienced teachers have a negative impact. However, also this effect does not become statistically significant when we run separate regressions for different disciplines.     

DOES TEACHER‐FAMILY EXPERIENCE AFFECT TEST SCORES?

Since families play a pivotal role in elementary schools, student learning may be influenced by how well the teacher knows a family and how well the parents know the teacher. We test this hypothesis by evaluating whether assignment to a teacher who has previously taught an older sibling affects test scores. We refer to teachers who have previously taught the older sibling as having “teacher‐family experience” when teaching the younger sibling. Using a novel data set that includes administrative data on students and teachers matched to family identifiers, we find that when the older sibling's teacher is teaching in the younger sibling's grade, 40% of younger siblings are assigned their older sibling teachers. We find that teacher‐family experience does not have any significant effects on test scores and we can statistically rule out small effects. (JEL I20)     

An Evaluation of Collaborative Problem Solving for Learning Economics

The use of student evaluations of courses and professors has been examined by Professor Kelley in an effort to learn more about the factors that appear to be associated with “good” or “poor” ratings. Using student evaluations of the Principles of Economics course at the University of Wisconsin in Madison, Kelly investigated two dependent variables: measures of course evaluation and measures of professor evaluation. Eleven independent variables were included in the analysis, and two different regression models were used. The results are tentative, of course, but the study reveals some interesting findings on the impact of teaching assistants, the student's expectation of his course grade, and the professor's propensity to be generous or niggardly in awarding high grades.     

Altruism in Anonymous Dictator Games

We conduct double-anonymous dictator experiments to explore the role of altruism in motivating subjects' behavior. We vary the extent to which an anonymous recipient is deserving of aid and investigate its effect on the allocation of a fixed pie by student subjects. This is accomplished by including as treatments: (1) an anonymous student subject and (2) an established charity. We find that a significant increase in donations occurs when we increase the extent to which a donation goes to a recipient generally agreed to be “deserving.” We conclude that subjects are rational in the way they incorporate fairness into their decisions.Journal of Economic LiteratureClassification Numbers: A13, C91, D64.     

Some Implications of Student Evaluation of Teachers

Professor Mirus asserts th at there is a need to explore the extent to which student evaluation of teachers is subject to manipulation by the instructor. He comments on the possible impact on teacher ratings of increasing section sizes, scheduling of classes during “odd hours,” the type of material taught, and whether or not the course is required. His statistical analysis revealed that requiring a course had no negative impact, nor did class size, scheduling classes during odd hours, or giving courses a quantitative orientation. There was a “strong indication,” however, that the expected grade was a major determinate of the professor's rating.     

How and Why Has Teacher Quality Changed in Australia?

International research suggests that differences in teacher performance can explain a large portion of student achievement. Yet little is known about how the quality of the Australian teaching profession has changed over time. Using consistent data on the academic aptitude of new teachers, we compare those who have entered the teaching profession in Australia over the past two decades. We find that the aptitude of new teachers has fallen considerably. Between 1983 and 2003, the average percentile rank of those entering teacher education fell from 74 to 61, while the average rank of new teachers fell from 70 to 62. We find that two factors account for much of the decline: a fall in average teacher pay (relative to other occupations) and a rise in pay differentials in non‐teaching occupations.     

Teacher Effectiveness and Student Performance

This paper evaluates the effects of using graduate student instructors rather than regular faculty in a macro course. Experienced faculty presumably have a positive effect on student performance, yet graduate instructors appear to be as effective in teaching macro principles. What may be involved are different sets of skills: experienced faculty may have a greater depth of understanding of the material, more self-confidence, and a more critical approach. Graduate instructorS, on the other hand, may be able to grasp what students don't understand, and may make up in enthusiasm and approachability what they lack in understanding.

The author urges using more than one measure of effectiveness in studies of this type because of many things not captured: excitement with the subject, caution in accepting unsupported arguments, a perspective on the economic system, and the like.     

How important are school principals in the production of student achievement?

As school leaders, principals can influence student achievement in a number of ways, such as hiring and firing of teachers, monitoring instruction and maintaining student discipline, among many others. We measure the effect of individual principals on gains in math and reading achievement between grades 4 and 7 using a value‐added framework. We estimate that a one standard deviation improvement in principal quality can boost student performance by 0.289 to 0.408 standard deviations in reading and math, while the principal at the 75th percentile improves scores by 0.170 to 0.193 relative to the median principal. Our results imply that isolating the most effective principals and allocating them accordingly between schools can have a significant positive effect on reducing achievement gaps.     

Evaluations and Grades: A Simultaneous Framework

Using a simultaneous framework and on the basis of data for a single institution, the author concludes that the “oft reported positive effect of student's expected grades on [student evaluation of teaching] in a single equation regression has been misinterpreted” and that “the link between grades and [student evaluations] works in the opposite direction: better faculty improve student performance.”     

基于认知语言学理论下的翻译观看译者的主体性

认知语言学的翻译观以体验和现实世界的关系作为哲学基础,认为译文是体验和认知的结果,提出译者作为认知主体可以利用认知和体验,依靠其主体性——主观能动性和创造性,选择翻译文本,理解源语文本,并且用目的语来传达源语文本的神韵。但另一方面,认知语盲学的翻译观也强调体验和认知的制约作用,指出处在现实世界特定环境中的译者必然会受到其所处的时代、社会和文化背景,知识水平和范围以及译文读者认知水平和层次的制约,因此只能“创而有度”,而不能歪曲原作意图。     

How Departments of Economics Evaluate Teaching

Based on results from a 1999 national survey, William Becker and Michael Watts found that student evaluations of teaching were by far the most widely used, and often the only method used by economics departments, to evaluate teaching in undergraduate economics courses. To investigate whether departments of economics have moved beyond the use of student evaluations of teaching, in 2011 the current authors conducted a national survey of departments based largely on questions used in the 1999 survey. The surveys included items on how courses and teaching are evaluated, and on how that information is used in departmental promotion and salary decisions.     

The Relative Effectiveness of Economics Instruction for Teachers and College Students

Walstad reports on a master of instruction program for teachers of pre-college students. Comparisons between different groups of students (i.e., teachers in the program, regular intermediate theory students, …) indicate that the program appeared to meet its cognitive and attitudinal objectives. The study, however, raises serious questions about the effectiveness of instruction at the intermediate level and about the economic understanding of pre-college economics teachers (less than or equal to the college principles students included in the study).     

Quality of higher education and earnings: evidence from Finland using field-of-study-level quality measures

Using administrative data from Finland, this paper empirically examines the relationship between university graduates’ early career earnings and three measures of university quality: the number of teachers per student, the number of publications per researcher and the number of applicants per admitted student. A distinction to previous studies is made by paying special attention to field-of-study heterogeneity: the quality measures are allowed to vary by a student’s field, while the heterogeneity of earnings and individuals across fields is accounted for in the analysis. For the most part, the results indicate that the relationship between institution quality and earnings is rather weak; however, certain significant quality effects are also found. In particular, the teachers/student ratio is found to be positively associated with the earnings of women and graduates from the humanities. Overall, the results indicate considerable heterogeneity in quality effects across genders and fields.