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Assessment & Evaluation in Higher Education Volume 43, 2018 - Issue 2
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Articles

So how big is big? Investigating the impact of class size on ratings in student evaluation

Deanne GannawayInstitute for Learning and Teaching Innovation (ITaLI), The University of Queensland, Brisbane, AustraliaCorrespondence[email protected]
,
Teegan GreenBusiness School, The University of Queensland, Brisbane, Australia
&
Patricie MertovaAssociate in Higher Education Policy, Development and Quality (AHEPDQ), Melbourne, Australia
Pages 175-184 | Published online: 12 Apr 2017

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M. Sofyan, Melissa Barnes & Ilana Finefter-Rosenbluh. (2023) Teacher effectiveness in Asian higher education contexts: a systematic review. Teaching in Higher Education 28:8, pages 2135-2159.
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Youlang Zhang & Wei Hu. (2023) Teleworking and Clients’ Perception of Frontline Services: Evidence in Higher Education during the COVID-19 Pandemic. Public Performance & Management Review 46:3, pages 585-611.
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Sharmila Gamlath. (2021) Business undergraduates’ progress and satisfaction with learning experiences: the role of group assessment. Assessment & Evaluation in Higher Education 46:3, pages 360-375.
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Gerard Dericks, Edmund Thompson, Margaret Roberts & Florence Phua. (2019) Determinants of PhD student satisfaction: the roles of supervisor, department, and peer qualities. Assessment & Evaluation in Higher Education 44:7, pages 1053-1068.
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Kumar Biswas, Sudipta Bose, Millicent Chang & Syed Shams. (2022) Determinants and consequences of student satisfaction in Australian Universities: Evidence from QILT Surveys. Accounting & Finance 63:2, pages 1821-1850.
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J.L. Arroyo-Barriguete, C. Bada, L. Lazcano, J. Márquez, J.M. Ortiz-Lozano & A. Rua-Vieites. (2023) Is it possible to redress noninstructional biases in student evaluation of teaching surveys? Quantitative analysis in accounting and finance courses. Studies in Educational Evaluation 77, pages 101263.
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Yuk Ming Tang, Yui-yip Lau & Ka Yin Chau. (2022) Towards a sustainable online peer learning model based on student's perspectives. Education and Information Technologies 27:9, pages 12449-12468.
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Jia Zhu, Hang Yuan, Quan Zhang, Po-Hsun Huang, Yongjie Wang, Sixuan Duan, Ming Lei, Eng Gee Lim & Pengfei Song. (2022) The impact of short videos on student performance in an online-flipped college engineering course. Humanities and Social Sciences Communications 9:1.
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Manuel Förster, Andreas Maur, Constantin Weiser & Kirsten Winkel. (2022) Pre-class video watching fosters achievement and knowledge retention in a flipped classroom. Computers & Education 179, pages 104399.
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Ruiqi Deng & Pierre Benckendorff. (2021) What are the key themes associated with the positive learning experience in MOOCs? An empirical investigation of learners’ ratings and reviews. International Journal of Educational Technology in Higher Education 18:1.
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Ruiqi Deng. (2021) Emotionally Engaged Learners Are More Satisfied with Online Courses. Sustainability 13:20, pages 11169.
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Hamideh Iraj, Anthea Fudge, Margaret Faulkner, Abelardo Pardo & Vitomir Kovanović. (2020) Understanding students' engagement with personalised feedback messages. Understanding students' engagement with personalised feedback messages.
Matosas-López, Bernal-Bravo, Romero-Ania & Palomero-Ilardia. (2019) Quality Control Systems in Higher Education Supported by the Use of Mobile Messaging Services. Sustainability 11:21, pages 6063.
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Luis Matosas-López, Alberto Romero-Ania & Elena Cuevas-Molano. (2019) ¿Leen los Universitarios las Encuestas de Evaluación del Profesorado Cuando se Aplican Incentivos por Participación? Una Aproximación Empírica. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación 17:3.
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Elaine Yong. (2019) Impact of Student-Instructor Relationships on Affective Learning and Test Anxiety Perceptions. Impact of Student-Instructor Relationships on Affective Learning and Test Anxiety Perceptions.
Yazid Mati. (2018) Input resources indicators in use for accreditation purpose of higher education institutions. Performance Measurement and Metrics 19:3, pages 176-185.
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Andrew Gunn. 2018. European Higher Education Area: The Impact of Past and Future Policies. European Higher Education Area: The Impact of Past and Future Policies 505 526 .

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