Variations in students' evaluations of teachers' lecturing in different courses on which they lecture: a study at the London School of Economics and Political Science
The London School of Economics and Political Science (LSE) organizes institution-wide surveys of all its undergraduate and postgraduate taught-course offerings. Students taking each course are requested to assess various teaching modes (lecturing, small-group teaching, and seminar teaching), as relevant to the particular teachers involved in the respective course. One finding of these studies is that certain individual teachers, even within the same teaching mode (say, lecturing), are evaluated more highly in some courses than in others. The article uses LSE''s data-base on student course-evaluation to examine reasons for this. The data analysis focuses on two principal issues: Do those teachers assessed differently for the same teaching mode across different courses have distinctive personal characteristics to distinguish them from other teachers not differently assessed? Do courses that are assessed especially discrepantly for a particular teacher have certain distinguishingfeatures? The findings on the first question are generally negative. On the other hand, such course-level characteristics as the number of student enrolments, the number of other lecturers involved in the course and students'' general feelings of satisfaction with various aspects of the course do affect how a lecturer is assessed on that course in relation to his or her overall level of assessed lecturing competence.
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