How do student evaluations of courses and of instructors relate?

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Abstract

Course evaluations are widely used by educational institutions to assess the quality of teaching. At the course evaluations, students are usually asked to rate different aspects of the course and of the teaching. We propose to apply canonical correlation analysis (CCA) in order to investigate the degree of association between how students evaluate the course and how students evaluate the teacher. Additionally it is possible to reveal the structure of this association. Student evaluations data is characterized by high correlations between the variables within each set of variables, therefore two modifications of the CCA method; regularized CCA and sparse CCA, together with classical CCA were applied to find the most interpretable model. Both methods give results with increased interpretability over traditional CCA on the present student evaluation data. The method shows robustness when evaluations over several years are examined.
Original languageEnglish
Title of host publicationProceedings of the 6th International Conference on Computer Supported Education (CSEDU 2014)
EditorsSusan Zvacek, Maria Teresa Restivo, James Uhomoibhi, Markus Helfert
Volume2
PublisherSciTePress
Publication date2014
Pages280-287
ISBN (Print)978-989-758-021-5
Publication statusPublished - 2014
Event6th International Conference on Computer Supported Education (CSEDU 2014) - Barcelona, Spain
Duration: 1 Mar 20143 Mar 2014
Conference number: 6
http://www.csedu.org/?y=2014

Conference

Conference6th International Conference on Computer Supported Education (CSEDU 2014)
Number6
CountrySpain
CityBarcelona
Period01/03/201403/03/2014
Internet address

Keywords

  • Course Evaluation
  • Teacher Evaluation
  • Canonical Correlation Analysis

Cite this

Sliusarenko, T., Clemmensen, L. K. H., & Ersbøll, B. K. (2014). How do student evaluations of courses and of instructors relate? In S. Zvacek, M. T. Restivo, J. Uhomoibhi, & M. Helfert (Eds.), Proceedings of the 6th International Conference on Computer Supported Education (CSEDU 2014) (Vol. 2, pp. 280-287). SciTePress.