Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Students’ evaluations of native and non-native teachers in higher education

Students’ evaluations of native and non-native teachers in higher education Abstract Student evaluations of teachers (SETs) are often used to evaluate teachers’ performance in higher education. However, several factors unrelated to performance can lead to biased SETs. The present experimental research was designed to examine whether native or non-native teachers could be evaluated differently by students in higher education. In two studies, students were presented with short vignettes of either a native or non-native teacher. Subsequently, explicit evaluations and implicit associations of the teacher and the assignments of the teacher were registered. Additionally, participants’ implicit in-group favouritism was assessed to examine whether possible differences in evaluations depend on implicit biases. Both explicit evaluations and implicit associations did not significantly differ depending on whether the teacher was native or non-native, and no significant effect of implicit in-group bias was found. Possible theoretical and practical implications are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Assessment & Evaluation in Higher Education Taylor & Francis

Students’ evaluations of native and non-native teachers in higher education

Download PDF
13 pages

Loading next page...
 
/lp/taylor-francis/students-evaluations-of-native-and-non-native-teachers-in-higher-eI5xG4kKbw

References (29)

Publisher
Taylor & Francis
Copyright
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
ISSN
1469-297X
eISSN
0260-2938
DOI
10.1080/02602938.2023.2213422
Publisher site
See Article on Publisher Site

Abstract

Abstract Student evaluations of teachers (SETs) are often used to evaluate teachers’ performance in higher education. However, several factors unrelated to performance can lead to biased SETs. The present experimental research was designed to examine whether native or non-native teachers could be evaluated differently by students in higher education. In two studies, students were presented with short vignettes of either a native or non-native teacher. Subsequently, explicit evaluations and implicit associations of the teacher and the assignments of the teacher were registered. Additionally, participants’ implicit in-group favouritism was assessed to examine whether possible differences in evaluations depend on implicit biases. Both explicit evaluations and implicit associations did not significantly differ depending on whether the teacher was native or non-native, and no significant effect of implicit in-group bias was found. Possible theoretical and practical implications are discussed.

Journal

Assessment & Evaluation in Higher Education – Taylor & Francis

Published: May 12, 2023

Keywords: Student evaluations of teachers; assignment evaluations; implicit associations; explicit attitudes

There are no references for this article.