000			nam a22 4500
999			_c86571 _d86571
008			190206b xxu||||| |||| 00| 0 eng d
082			_a530.07/Lee
100			_aLee, LaDoris J.
245			_a A comparison of student evaluations of instruction vs. students' conceptual learning gains
300			_ap. 531-535
520			_aFor decades, Student Evaluations of Instruction (or Teaching) have been used to evaluate the quality of teaching at universities and colleges nationwide. Often, student evaluations are the sole measurement of teaching quality in higher education, and as a result have been the subject of extensive study. While many of these investigations make claims about the correlations between student evaluations of instruction and student learning, the validity and reliability of both the methodologies and measurement tools in these studies is not clear. The study reported here uses research-based conceptual inventories, such as the Force Concept Inventory (FCI), to make the more rigorous claim that Student Evaluations of Instruction do not correlate with conceptual learning gains on the FCI. In addition, grading leniency by an instructor (i.e., giving easy A grades) does not correlate with increased student evaluations of instruction.
650			_aPhysics Education Research
650			_aStudents Evaluations of teaching
773	0		_080229 _dAmerican Association of Physics Teachers _oS427 _tAmerican Journal of Physics, 86(7), July 2018 _x0002-9505
856			_uhttps://aapt.scitation.org/doi/10.1119/1.5039330
942			_2ddc _cAR