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dc.contributor.authorArlan Parreno
dc.date.accessioned2020-05-21T03:45:13Z
dc.date.available2020-05-21T03:45:13Z
dc.date.issued2019
dc.identifier.citationRangsit Journal of Social Sciences and Humanities, vol. 6 no. 1 (January-June 2019), 61-66en_US
dc.identifier.urihttp://repository.au.edu/handle/6623004553/23609
dc.description.abstractIt is believed that students’ perception of how they are taught is essential in evaluating teachers for faculty development and personnel decision-making purposes. Thus, student evaluation of teaching, or SET, is a staple in educational institutions, especially in colleges and universities. There are, however, questions about the reliability and fairness of such practice. Many factors are perceived to influence student ratings of their teachers’ performance, and grading is a persistent concern. As results of such evaluations are commonly used for administrative decisions, such as for faculty promotions or salary adjustments, teachers are tempted to modify their behavior to obtain favorable ratings. It is therefore suggested that student evaluation of teaching be handled with care in terms of formulation and administration, and be used in conjunction with other methods in order to have a valid and reliable evaluation of teachers’ performance.
dc.format.extent6 pagesen_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoengen_US
dc.subjectTeacher evaluationen_US
dc.subjectStudent evaluation of teachingen_US
dc.subjectEvaluation of teaching performanceen_US
dc.subjectSETen_US
dc.titleEvaluating the evaluation: concerns about student evaluation of teachingen_US
dc.typeTexten_US
dc.rights.holderArlan Parreno
mods.genreArticleen_US
au.link.externalLink[Full Text] (https://rjsh.rsu.ac.th/files/issues/V6N1/145_20190608080506.pdf)


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