Métrica objetiva y empírica de evaluación de la enseñanza en una Universidad Pública del Sureste de EE. UU.

Abstract

The marginal contribution of faculty to student learning at an AACSB-accredited College of Business Administration in a public university located in a southeastern state in the United States (U.S.) is measured for the first time by an objective quantitative method. Student cumulative Grade Point Average (GPA), centralized to avoid grade inflation relates to the partial amount of credit hours each teacher devotes to students. We proffer that the marginal contribution of the professor to student GPA earned per contact hour of instruction is the regression coefficient associated with the professor. Since the university uses GPA as a measure of progress, contribution to GPA is the professorial teaching contribution to the university objective. Such a teaching contribution is consistent with the professor’s assignment of responsibility. The computational results of a five-year empirical data analysis are presented.

Keywords

• evaluation
• learning outcomes
• metric
• teaching effectiveness
• teaching evaluation
• perfor­mance evaluation
• university