Is Student Evaluation of Teaching Performance Effective?

Hierarchical linear models showed that individual measures accounted for most of the variance. Prior interest and expected grade were the preponderant influence on students’ ratings.

In terms of level-2 variables, the effect of class size, professor’s gender, and rank on level-1 variables was weak and insignificant. Because class-level variation was large (30% and 38%), other contextual factors should be explored in future studies of student evaluation of teaching effectiveness and multilevel analyses.