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Dono: Marcos Pedroso
Última Atualiz.: 01-11-2018 14:56
This study investigates the feedback effects of teaching quality assessment.
Previous literature looked separately at the evolution of individual and aggregate
scores to understand whether instructors and university performance depends on
its past evaluation. I propose a new quantitative-based methodology, combining
statistical distributions and transition probabilities matrices, to take into account
the dynamics of teaching quality over time both at the macro and the micro
level. Using a three-year longitudinal panel from an Italian university, it is shown
that evaluation exercises do not impact future teaching performance at either the
university level or the individual level.