An Analysis of the Relative Importance Of Criteria Used On Student Evaluation of Teaching Effectiveness Instruments

Abstract

Student evaluation of teacher effectiveness (SETE) has become commonplace as one measure of teaching performance in higher education. A study was performed to determine which criteria taken from several SETE instruments is considered more or less critical to learning by students. The data was gathered in the form of a magnitude measurement scale from students from multiple institutions with different missions and demographics. An analysis of the similarities and differences among the sample population, i.e. students, was performed and a discussion of the results is given.