Are Achievement Scores and High School Students’ Evaluation of Teaching Associated? A Multilevel Modeling Approach (Poster 41)

• In Event: AERA Poster Session Wednesday 4:20 p.m.
  In Poster Session: Division H - Research, Evaluation, and Assessment in Schools Section 2 - Program Evaluation Posters

Abstract

Student evaluation of teaching (SET) and achievement have received little attention among high school students. Accordingly, the overarching objective of the present study was to investigate the association between achievement and SET scores using multilevel modeling in a large sample of Brazilian high-school students (n = 803). In addition to some demographic questions (e.g., sex) and other categorical variables (e.g., teaching contract type) to serve as student and teacher characteristics, students completed the SET scale, which included five distinct dimensions. Overall, 21% to 38% and 23% to 39% of the variability in SET scores was explained at the student and course/teacher levels, respectively. Student achievement had a statistically significant association with SET scores for each of the five dimensions.

Authors

• Roberto Brazileiro Paixao, Federal University of Bahia

• Mohammed A. A. Abulela, University of Minnesota