Student Evaluations of Teachers as Goal-Directed Behavior in a Sociocultural Context
Abstract
Traditionally, the student evaluation of teachers (SETs) literature has been driven by psychometric and information-processing models. These models, although quite comprehensive, may exclude the examination of potentially important variables. The purpose of this article is to add new knowledge to the literature about SETs by introducing a value-based social-psychological model of performance evaluation. As part of this model, the author introduces working hypotheses as seeds for future research.
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