Quantifying halo effects in students’ evaluation of teaching: a response to Michela

Edmund Cannon; Giam Pietro  Cipriani

doi:10.1080/02602938.2023.2180484

Quantifying halo effects in students’ evaluation of teaching: a response to Michela

Edmund Cannon^*, Giam Pietro Cipriani

^*Corresponding author for this work

School of Economics

Research output: Contribution to journal › Comment/debate (Academic Journal) › peer-review

1 Citation (Scopus)

Abstract

In Cannon & Cipriani (2022) we contributed to the literature on halo effects in student evaluations of teaching (SETs) by proposing and implementing a method to separate the effect of halo effects in student responses from an external measure of the item being assessed. Our paper has been criticised by Michela (2022). Many of his comments about problems with SETs are not directly relevant as they discuss issues other than halo. We re-visit our data and confirm that our conclusion that halo does not necessarily make SETs uninformative is correct. However, we do find heterogeneity in the importance of halo between SETs from two different campuses.

Original language	English
Pages (from-to)	66-71
Number of pages	6
Journal	Assessment and Evaluation in Higher Education
Volume	49
Issue number	1
DOIs	https://doi.org/10.1080/02602938.2023.2180484
Publication status	Published - 21 Feb 2023

Bibliographical note

Funding Information:
We should like to thank the university administrators who provided data to us in an anonymised form. Any remaining errors are the authors’ own.

Publisher Copyright:
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Keywords

Students’ evaluation of teaching
Validity
Halo effects
Lecture-room capacity

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title = "Quantifying halo effects in students{\textquoteright} evaluation of teaching: a response to Michela",

abstract = "In Cannon & Cipriani (2022) we contributed to the literature on halo effects in student evaluations of teaching (SETs) by proposing and implementing a method to separate the effect of halo effects in student responses from an external measure of the item being assessed. Our paper has been criticised by Michela (2022). Many of his comments about problems with SETs are not directly relevant as they discuss issues other than halo. We re-visit our data and confirm that our conclusion that halo does not necessarily make SETs uninformative is correct. However, we do find heterogeneity in the importance of halo between SETs from two different campuses.",

keywords = "Students{\textquoteright} evaluation of teaching, Validity, Halo effects, Lecture-room capacity",

author = "Edmund Cannon and Cipriani, {Giam Pietro}",

note = "Funding Information: We should like to thank the university administrators who provided data to us in an anonymised form. Any remaining errors are the authors{\textquoteright} own. Publisher Copyright: {\textcopyright} 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.",

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AU - Cannon, Edmund

AU - Cipriani, Giam Pietro

N1 - Funding Information: We should like to thank the university administrators who provided data to us in an anonymised form. Any remaining errors are the authors’ own. Publisher Copyright: © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

PY - 2023/2/21

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N2 - In Cannon & Cipriani (2022) we contributed to the literature on halo effects in student evaluations of teaching (SETs) by proposing and implementing a method to separate the effect of halo effects in student responses from an external measure of the item being assessed. Our paper has been criticised by Michela (2022). Many of his comments about problems with SETs are not directly relevant as they discuss issues other than halo. We re-visit our data and confirm that our conclusion that halo does not necessarily make SETs uninformative is correct. However, we do find heterogeneity in the importance of halo between SETs from two different campuses.

AB - In Cannon & Cipriani (2022) we contributed to the literature on halo effects in student evaluations of teaching (SETs) by proposing and implementing a method to separate the effect of halo effects in student responses from an external measure of the item being assessed. Our paper has been criticised by Michela (2022). Many of his comments about problems with SETs are not directly relevant as they discuss issues other than halo. We re-visit our data and confirm that our conclusion that halo does not necessarily make SETs uninformative is correct. However, we do find heterogeneity in the importance of halo between SETs from two different campuses.

KW - Students’ evaluation of teaching

KW - Validity

KW - Halo effects

KW - Lecture-room capacity

U2 - 10.1080/02602938.2023.2180484

DO - 10.1080/02602938.2023.2180484

M3 - Comment/debate (Academic Journal)

SN - 0260-2938

VL - 49

SP - 66

EP - 71

JO - Assessment and Evaluation in Higher Education

JF - Assessment and Evaluation in Higher Education

IS - 1

ER -

Quantifying halo effects in students’ evaluation of teaching: a response to Michela

Abstract

Bibliographical note

Keywords

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