TY - GEN
T1 - When "strongly disagree" doesn't mean strongly disagree
AU - Shearman, Donald
AU - Petocz, Peter
PY - 2013
Y1 - 2013
N2 - ![CDATA[Student evaluations of faculty and courses have been used as a method of quality control in higher education for almost 100 years. Analysis of the data generated by these surveys has been the focus of considerable research for at least the past 20 years, with the bulk of this analysis using techniques which assume that the survey data, usually Likert item responses, are quantitative variables. By utilising correspondence analysis, a statistical tool which makes no such assumptions on the variables, we have produced results from one set of data comprising 2749 surveys which suggest that the assumption that Likert item responses can be treated as quantitative variables could be challenged. Through this we provide new insight about student evaluations and question these assumptions at least for one data set.]]
AB - ![CDATA[Student evaluations of faculty and courses have been used as a method of quality control in higher education for almost 100 years. Analysis of the data generated by these surveys has been the focus of considerable research for at least the past 20 years, with the bulk of this analysis using techniques which assume that the survey data, usually Likert item responses, are quantitative variables. By utilising correspondence analysis, a statistical tool which makes no such assumptions on the variables, we have produced results from one set of data comprising 2749 surveys which suggest that the assumption that Likert item responses can be treated as quantitative variables could be challenged. Through this we provide new insight about student evaluations and question these assumptions at least for one data set.]]
UR - http://handle.uws.edu.au:8081/1959.7/530286
UR - http://aare-apera2012.com.au/
M3 - Conference Paper
BT - Proceedings of the Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA), 2-6 December 2012, University of Sydney
PB - AARE
T2 - Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA)
Y2 - 2 December 2012
ER -