Predicting student achievement in university-level business and economics classes: Peer observation of classroom instruction and student ratings of teaching effectiveness

SMC Author

Gregory B. Merrill

SMC Affiliated Work

1

Status

Faculty

School

School of Economics and Business Administration

Department

Accounting

Document Type

Article

Publication Date

2012

Publication / Conference / Sponsorship

College Teaching

Description/Abstract

We examine the validity of peer observation of classroom instruction for purposes of faculty evaluation. Using both a multi-section course sample and a sample of different courses across a university's School of Business and Economics we find that the results of annual classroom observations of faculty teaching are significantly and positively correlated with student learning outcome assessment measures. This finding supports the validity of classroom observation as an assessment of teaching effectiveness. The research also indicates that student ratings of teaching effectiveness (SETEs) were less effective at measuring student learning than annual classroom observations by peers.

Lasallian research

yes

Scholarly

yes

DOI

10.1080/87567555.2011.627896

Volume

60

Issue

2

First Page

48

Last Page

55

Disciplines

Accounting

Original Citation

Galbraith, C.S. & Merrill, G.B. (2012). Predicting student achievement in university-level business and economics classes: Peer observation of classroom instruction and student ratings of teaching effectiveness. College Teaching, 60 (2), 48-55.

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