Investigating the Factors Affecting the Evaluation of Teachers from the Students Perspective: A Systematic Literature Review

Abstract Information: In most university settings, faculty members are evaluated on their teacher effectiveness in improving teaching and learning via multiple means to evaluate teaching (Benton, 2018). Student evaluation is one way to evaluate teacher effectiveness. Despite the usefulness of the student’s perceptions of instruction, several barriers have been identified to students’ lack of participation or willingness to answer questions entirely, including but not limited to (a) missing responses, (b) not understanding the questions, (c) data biased towards one end of the responses, (d), decrease response rate and many other identified reasons (Park et al., 2019). In addition, the research on students’ perceptions to evaluate teaching effectiveness has been criticized for its validity and reliability (Tomasco, 1980; Marsh & Roche, 1997). Despite the criticism, Marsh and Roche recommend a multi-criterion approach to the student evaluation of teacher effectiveness and not relying on a single criterion. With systematic literature analysis, this project investigates the existing challenges for teacher evaluation in higher education from the student’s perspective (Zhang et al., 2021). Key Reference Benton, S. L., & Young, S. (2018). Best practices in the evaluation of teaching. IDEA Paper# 69. IDEA Center, Inc. Marsh, H. W., & Roche, L. A. (1997). Making students' evaluations of teaching effectiveness effective: The critical issues of validity, bias, and utility. American Psychologist, 52(11), 1187-1197. https://doi.org/10.1037/0003-066X.52.11.1187 Park, K., Park, N., Heo, W., & Gustafson, K. (2019). What prompts college students to participate in online surveys? International Education Studies, 12(1), 69. Tomasco, A. (1980) Student perceptions of instructional and personality characteristics of faculty: A canonical analysis. Teaching of Psychology, 7(2), 79-82. https://doi:10.1207/s15328023top0702_3 Zhang, J., Jang, E., & Chahine, S. (2021). A systematic review of cognitive diagnostic assessment and modeling through concept mapping. Frontiers of Contemporary Education, 2(2), 10-16.