Li, Y., & St. Jean, A., & Ghezzi, C., & Punnett, L. (2022, August), Work in Progress: Updating End of Semester Course Evaluations via Backwards Design to Reduce Student Bias  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41057

\bibitem{asee_peer_41057}
  Li, Y., \& St. Jean, A., \& Ghezzi, C., \& Punnett, L. (2022, August), \emph{Work in Progress: Updating End of Semester Course Evaluations via Backwards Design to Reduce Student Bias}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41057

Yanfen Li, Adam St. Jean, Chiara Ghezzi, and Laura Punnett.  "Work in Progress: Updating End of Semester Course Evaluations via Backwards Design to Reduce Student Bias".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41057 Internet.  22 Dec, 2024

\bibitem{asee_peer_41057}
  Yanfen Li, Adam St. Jean, Chiara Ghezzi, and Laura Punnett.
  "Work in Progress: Updating End of Semester Course Evaluations via Backwards Design to Reduce Student Bias".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41057 Internet.  22 Dec, 2024

@INPROCEEDINGS{asee_peer_41057
author = "Yanfen Li, Adam St. Jean, Chiara Ghezzi, and Laura Punnett"
title = "Work in Progress: Updating End of Semester Course Evaluations via Backwards Design to Reduce Student Bias"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41057}
number = {10.18260/1-2--41057}
}

TY  - CPAPER
AB  - Many universities conduct course evaluations at the end of the semester to evaluate the quality of teaching from an instructor. These evaluations are often used for consideration of tenure, compensation, employment decisions, and teaching awards, among other career milestones. However, a variety of literature indicates that student evaluations of teaching may not be an accurate indication of teaching effectiveness [1], [2]. In particular, student biases about factors such as gender, race, and age can all affect their evaluations [3]–[5]. In this Work-in-progress article, we introduce a backwards design approach to re-evaluate the use and goals of course evaluations from multiple stakeholders including faculty, administrators, and students. These goals are then used to redefine the types of questions needed in course evaluation questionnaires. We also introduce a new method of writing questionnaire questions to be evidence-based (i.e., did the instructor grade assignments within a week) rather than intuition-based (i.e., did the instructor grade assignments in a timely manner) to reduce student bias.
AU  - Yanfen Li
AU  - Adam St. Jean
AU  - Chiara Ghezzi
AU  - Laura Punnett
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Work in Progress: Updating End of Semester Course Evaluations via Backwards Design to Reduce Student Bias
UR  - https://peer.asee.org/41057
DO  - 10.18260/1-2--41057
ER  -