Name: A Comprehensive Critique of Student Evaluation of Teaching: Critical Perspectives on Validity, Reliability, and Impartiality (Routledge Research in Higher Education) (en Inglés)
SKU: 53508307
Price: 73140.00 CLP
Availability: InStock
Author: Dennis E. Clayson
ISBN: 9780367549848

portada A Comprehensive Critique of Student Evaluation of Teaching: Critical Perspectives on Validity, Reliability, and Impartiality (Routledge Research in Higher Education) (en Inglés)

A Comprehensive Critique of Student Evaluation of Teaching: Critical Perspectives on Validity, Reliability, and Impartiality (Routledge Research in Higher Education) (en Inglés)

Formato

Libro Físico

Editorial

Routledge

Autor

Dennis E. Clayson

Año

2020

Idioma

Inglés

N° páginas

160

Encuadernación

Tapa Dura

ISBN13

9780367549848

N° edición

Categorías

Educación: exámenes y evaluación

A Comprehensive Critique of Student Evaluation of Teaching: Critical Perspectives on Validity, Reliability, and Impartiality (Routledge Research in Higher Education) (en Inglés)

Dennis E. Clayson (Autor) · Routledge · Tapa Dura

Libro Nuevo Importado

Envío: 18 a 23 días háb.

$ 132.990$ 73.140

-45%

Costos de importación incluídos en el precio ✅

Libro Nuevo

Quedan 52 unidades

$ 73.140

Llega entre el 09 Oct y el 19 Oct a Santiago, Región Metropolitana. Seleccionar ubicación

Agregar a lista de deseos

Reseña del libro "A Comprehensive Critique of Student Evaluation of Teaching: Critical Perspectives on Validity, Reliability, and Impartiality (Routledge Research in Higher Education) (en Inglés)"

This thought-provoking volume offers comprehensive analysis of contemporary research and literature on student evaluation of teaching (SET) in Higher Education. In evaluating data from fields including education, psychology, engineering, science, and business, this volume critically engages with the assumption that SET is a reliable and valid measure of effective teaching. Clayson navigates a range of cultural, social, and era-related factors including gender, grades, personality, student honesty, and halo effects to consider how these may impact on the accuracy and impartiality of student evaluations. Ultimately, he posits a “popularity hypothesis”, asserting that above all, SET measures instructor likability. While controversial, the hypothesis powerfully and persuasively draws on extensive and divergent literature to offer new and salient insights regarding the growing and potentially misleading phenomenon of SET. This topical and transdisciplinary book will be of great interest to researchers, faculty, and administrators in the fields of higher education management, administration, teaching and learning.