ANALYSIS OF PROFESSORS’ EVALUATION AT LA SALLE UNIVERSITY MÉXICO FROM 2010 TO 2016: WHAT THE RESULTS INDICATE?
La Salle University México (La Salle) uses an internal system of professors’ evaluation, which main purpose is to evaluate professors’ performance and secure high quality of teaching at all of its faculties. Since its inception in 2010, La Salle has obtained 517,635 individual evaluations of 45,346 courses. However, no additional analysis of the obtained results has ever been done. This article provides introductory analysis of the accumulated results at faculty level. The main objective is to analyze whether there are differences between faculties regarding the evaluation. Although the results are highly skewed towards the maximal evaluation at all faculties, there are statistically significant differences. The next important task is to investigate what factors influence the evaluation. Moreover, as this is the introductory analysis, the article concludes with possible future steps that should be consider regarding eventual structural changes in the evaluation system.
- Basow, S.A. (2000) ‘Best and Worst Professors: Gender Patterns in Students' Choices’, Sex Roles, vol. 43, no. 5, pp. 407-417. http://dx.doi.org/10.1023/A:1026655528055
- Becker, W.E., Watts, M. (1999) ‘How departments of economics should evaluate teaching’, American Economic Review (Papers and Proceedings), vol. 89, no. 2, pp. 344-349. http://dx.doi.org/10.1257/aer.89.2.344
- Bolívar, A. (2008) ‘Evaluación de la práctica docente. Una revisión desde España’, Revista Iberoamericana de Evaluación Educativa, vol. 1, no. 2, pp. 57-74.
- Braga, M., Paccagnella, M., Pellizzari, M. (2014) ‘Evaluating students’ evaluations of professors’, Economics of Education Review, vol. 41, pp. 71-88. http://dx.doi.org/10.1016/j.econedurev.2014.04.002
- Brand Barajas, J. (2014) La evaluación de los coordinadores de programas académicos: una propuesta de indicadores. La evaluación educativa desde diversos espacios académicos, Universidad La Salle México, DeLaSalle ediciones, 1ra edición, México.
- Coordinación de Formación Docente (2010) ‘Documento interno de trabajo’, Universidad La Salle México, México.
- Felton, J., Koper, P.T., Mitchell, J., Stinson, M. (2008) ‘Attractiveness, easiness and other issues: student evaluations of professors on Ratemyprofessors.com’, Assessment & Evaluation in Higher Education, vol. 33, no. 1, pp. 45-61. http://dx.doi.org/10.1080/02602930601122803
- Flegl, M., Roa Rivas, K.X., Vergara Abascal Sherwell, G., Monroy Jiménez, M.A. (2017) ‘On alternative methodology for increasing discrimination ability in system of professors’ evaluation’, Proceedings of Efficiency and Responsibility in Education (ERIE) 2017, pp. 72-79.
- Games, P.A., Howell, J.F. (1976) ‘Pair wise multiple comparison procedures with unequal n's and/or variances’, Journal of Educational Statistics, vol 1., no. 2, pp. 113-125. http://dx.doi.org/10.2307/1164979
- Hein, N., Kroenke, A., Rodrigues Júnior, M.M. (2015) ‘Professor Assessment Using Multi-Criteria Decision Analysis’, Procedia Computer Science, vol. 55, pp. 539:548. http://dx.doi.org/10.1016/j.procs.2015.07.034
- La Salle (2017) Modelo Educativo - Universidad La Salle, Ciudad de México, [Online], Available: http://www.lasalle.mx/somos-la-salle/modelo-educativo/ [11 May 2017].
- La Salle (2016) Quinto INFORME del Rector 2015-2016, Universidad La Salle México, México.
- Langbein, L. (2008) ‘Management by results: Student evaluation of faculty teaching and the mis-measurement of performance’, Economics of Education Review, vol. 27, no. 4, pp. 417-428. http://doi.org/10.1016/j.econedurev.2006.12.003
- Leung, X.Y., Jiang, L., Busser, J. (2013) ‘Online student evaluations of hospitality professors: A cross-cultural comparison’, Journal of Hospitality, Leisure, Sport & Tourism Education, vol. 12, no. 1, pp. 36–46. http://dx.doi.org/10.1016/j.jhlste.2012.10.001
- Marsh, H.W., Roche, L. (1993) ‘The Use of Students' Evaluations and an Individually Structured Intervention to Enhance University Teaching Effectiveness’, American Educational Research Journal, vol. 30, no. 1, pp. 217-251.
- Marsh, H.W., Roche, L. (2000) ‘Effects of Grading Leniency and Low Workload on Students' Evaluations of Teaching: Popular Myth, Bias, Validity, or Innocent Bystanders?’, Journal of Educational Psychology, vol. 92, no. 1, pp. 202-228. http://dx.doi.org/10.1037//0022-06220.127.116.11
- McAuley, J.W., Backo, J.L., Sobota, K.F., Metzger, A.H., Ulbrich, T. (2017). ‘Identifying motivators and barriers to student completion of instructor evaluations: A multi-faceted, collaborative approach from four colleges of pharmacy’, Currents in Pharmacy Teaching and Learning, vol. 9, no. 1, pp. 20-27. http://dx.doi.org/10.1016/j.cptl.2016.08.029
- Santibañez, L. (2006) ‘Why we should care if teachers get A's: Teacher test scores and students achievement in Mexico’, Economics of Education Review, vol. 25, no. 5, pp. 510-520. http://dx.doi.org/10.1016/j.econedurev.2005.08.001
- Silva, K.M., Silva, J.F., Quinn, M.A., Draper, J.N., Cover, K.R., Munoff, A.A. (2008) ‘Rate My Professor: Online Evaluations of Psychology Instructors’, Teaching of Psychology, vol. 35, no. 2, pp. 71-80. http://dx.doi.org/10.1080/00986280801978434
- Triola, M.F. (2012) Elementary Statistics, 12th edition, Pearson.
- Wendorf, C.A., Alexander, S. (2005) ‘The influence of individual- and class-level fairness-related perceptions on student satisfaction’, Contemporary Educational Psychology, vol. 30, no. 2, pp. 190-206. http://dx.doi.org/10.1016/j.cedpsych.2004.07.003
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors declare with this manuscript intended for publication to ERIES Journal that:
- all co-authors agree with the publication of the manuscript even after amendments arising from peer review;
- all co-authors agree with the posting of the full text of this work on the web page of ERIES Journal and to the inclusion of references in databases accessible on the internet;
- no results of other researchers were used in the submitted manuscript without their consent, proper citation, or acknowledgement of their cooperation or material provided;
- the results (or any part of them) used in the manuscript have not been sent for publication to any other journal nor have they already been published (or if so, that the relevant works are cited in this manuscript);
- submission of the manuscript for publication was completed in accordance with the publishing regulations pertaining to place of work;
- experiments performed comply with current laws and written consent of the Scientific Ethics Committee / National Animal Care Authority (as is mentioned in the manuscript submitted);
- grant holders confirm that they have been informed of the submitted manuscript and they agree to its publication.
Authors retain copyright and grant ERIES Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the published work with an acknowledgement of its initial publication in ERIES Journal. Moreover, authors are able to post the published work in an institutional repository with an acknowledgement of its initial publication in ERIES Journal. In addition, authors are permitted and encouraged to post the published work online (e.g. institutional repositories or on their website) as it can lead to productive exchanges, as well as earlier and greater citation of published work.