Working Paper: NBER ID: w12844
Authors: Bruce A. Weinberg; Belton M. Fleisher; Masanori Hashimoto
Abstract: This paper develops an original measure of learning in higher education, based on grades in subsequent courses. Using this measure of learning, this paper shows that student evaluations are positively related to current grades but unrelated to learning once current grades are controlled. It offers evidence that the weak relationship between learning and student evaluations arises, in part, because students are unaware of how much they have learned in a course. The paper concludes with a discussion of easily-implemented, optimal methods for evaluating teaching.
Keywords: student evaluations; learning measurement; teaching effectiveness; higher education
JEL Codes: A21; I21; J24
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| current grades (A23) | student evaluations (A22) |
| learning (C91) | student evaluations (A22) |
| current grades and learning (A21) | student evaluations (A22) |
| current grades (A23) | learning (C91) |