Reasons for responding in student evaluation of teaching. (March 2018)

• Record Type: Journal Article
• Authors: Thielsch, Meinald T.; Brinkmöller, Birte; Forthmann, Boris
• Is Part Of: Studies in educational evaluation. Volume 56(2018)
• Page Start: 189
• Page End: 196
• Publication Date: 2018-03
• Subjects: SET -- Salience -- Social exchange theory -- Survey mode -- Survey fatigue; Curriculum evaluation -- Periodicals; Educational tests and measurements -- Periodicals; Programmes d'études -- Evaluation -- Périodiques; Tests et mesures en éducation -- Périodiques; 375.006
• DOI: 10.1016/j.stueduc.2017.11.008
• Languages: English
• ISSNs: 0191-491X

Abstract

Highlights: Salience of SET is a central factor when trying to increase participation. Students who identify with their university tend to feel obliged to take part in SET. Students who generally participate in surveys report higher participation in SET. Opportunity costs and demographical variables did not predict reported participation. Abstract: Nowadays, a systematic student evaluation of teaching (SET) is common at many universities. However, not all students evaluate all relevant courses and, as a consequence, feedback from a substantial number of students is missing. The current study examines response behavior with respect to demographic, motivational, and situational variables. Based on an online survey, data of N = 640 participants were analyzed. Using regression analysis based on multiple imputation, no significant effects for the reported participation in SET were found for demographic variables or opportunity costs. However, experienced salience of SET, aspects of social exchange, survey mode, and the general willingness to participate in surveys were all identified as significant predictors of SET participation. The results of our study can be helpful for evaluation managers to reduce non-response, especially stressing the importance of feedback and communication in SET.