Abstract

Using student evaluations of teaching (SET) to measure teaching effectiveness is controversial. This study explores the effects of memorizing student names on SET ratings and uses the halo effect as a theoretical foundation for the hypothesized outcome. Past research has suggested that tactics that connote flattery facilitate a halo effect, which increases one's desire to reciprocate. An experimental design was utilized to test the hypothesis. The results indicate that the memorization of student names does create a halo effect that positively affects SET ratings across the entire range of evaluation questions. The implications of these findings for promotion and tenure are subsequently discussed.

摘要

使用学生的教学评价（SET）来衡量教学效果是有争议的。本研究探讨了记住学生姓名对 SET 评分的影响，并使用光环效应作为假设结果的理论基础。过去的研究表明，暗示奉承的策略会产生光环效应，从而增加一个人的回报欲望。使用实验设计来检验假设。结果表明，学生姓名的记忆确实会产生光环效应，对整个评估问题范围内的 SET 评分产生积极影响。随后讨论了这些发现对晋升和任期的影响。