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The pattern suggests “habitual behaviour.”",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/repeated-low-teaching-evaluations-a-form-of-habitual-behaviour/596652/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/repeated-low-teaching-evaluations-a-form-of-habitual-behaviour/596652.png","ImageObject",300,407,{"name":42,"@type":43},"Muffet","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What question does the article investigate about teaching evaluations?","Question",{"text":63,"@type":64},"It examines whether students’ first-year collective teaching assessments of professors predict the assessments made for a different group of professors in their third year.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What main pattern is found across first- and third-year evaluations?",{"text":68,"@type":64},"Students who provided low evaluations in their first year were also likely to give low evaluations in their third year.",{"name":70,"@type":61,"acceptedAnswer":71},"Which factors does the study say the effect holds independent of?",{"text":72,"@type":64},"The effect is reported as independent of campus engagement, sex, student status (domestic or international), and generational status (first in the family to attend university versus not).","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},596652,1792171998,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":99,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","CSSHE  \nSCÉES  \nCanadian Journal of Higher Education Revue canadienne d’enseignement supérieur Volume 45, No. 4, 2015, pages 298-321  \nRepeated Low Teaching Evaluations: A Form of Habitual Behaviour?  \nJ. Paul Grayson York University  \nAbstract  \nTeaching evaluations have become part of life on Canadian campuses; however, there is no agreement among researchers as to their validity. In this article, comparisons were made between first-and third-year collective evaluations of professors’ performance at the University of British Columbia, York University, and McGill University. Overall, it was found that students who provided low evaluations in their first year were also likely to do so in their third year. This effect held independent of degree of campus engagement, sex, student status (domestic or international), and generational status (students who were the first in their families to attend university, compared to those who were not) . Given that over the course of their studies, students likely would have been exposed to a range of different behaviours on the part of their professors, it is argued that the propensity of a large number of students to give consistently low evaluations was a form of“habitual behaviour.”  \nRésumé  \nLes évaluations de l’enseignement font maintenant partie intégrante du système universitaire canadien. Cependant, les chercheurs ne sont pas unanimes quant à leur validité . Dans cet article, on a comparé les évaluations collectives de la performance des professeurs par les étudiants de première et de troisième année à l’Université de la Colombie-Britannique, à l’Université York et à l’Université McGill. Règle générale, on a observé que les étudiants qui avaient fourni des évaluations négatives en première année risquaient fort d’en faire autant en troisième année. Ces résultats ont été obtenus peu importe le degré d’engagement de l’étudiant sur le campus, son sexe, sonstatut (national ou international) et sa génération (l’étudiant qui est le premier membre de sa famille à fréquenter l’université par rapport aux autres). Étant donné que les étudiants auront été exposés à un éventail de comportements  \nCJHE / RCES Volume 45, No. 4, 2015  \nHabitual Behaviour / J. P. Grayson 299  \npar leurs professeurs au cours de leurs études, on suppose que la propension d’un grand nombred’entre eux à sous-évaluerconstamment leurs professeursest devenue une sorte « d’habitude » .  \nIntroduction  \nJust as Consumer Reports ranks soap and deodorant on an annual basis, Maclean’sand The Globe and Mail, using the results of student surveys, rank Canadian universities along a number of dimensions, including teaching. Just as Consumer Reports’ rankings are intended to help buyers make sure that they get the right soap or deodorant, among other things, these university rankings are intended to assist young Canadians in making wise decisions in their selections of universities. Usually, questions used in surveys to gather information for this purpose focus on the overall student experience at a particular university.  \nWithin universities, surveys are also used to assess the teaching of professors in individual courses. Such surveys (or course evaluations) typically ask questions about specific professors. Often, one of the goals of these evaluations is to assist students in future course selections.  \nWhile considerable research has focused on the validity of questions used in assessments of individual professors, relatively little has been written on questions designed to measure the effectiveness of professors treated as a collectivity. For example, we do not know whether the personal characteristics of students making collective evaluations of their professors affect evaluations independently of what actually happens in classrooms. For this reason, using research conducted on individual professors as a point of departure, in this article I examine the degree to which first-year students’ teaching assessments of professors, ","cbCaiceyGzb6xMhf","https://ap.wps.com/l/cbCaiceyGzb6xMhf","pdf",637256,24,"English","# Abstract\n# Introduction\n# Background","[{\"question\":\"What question does the article investigate about teaching evaluations?\",\"answer\":\"It examines whether students’ first-year collective teaching assessments of professors predict the assessments made for a different group of professors in their third year.\"},{\"question\":\"What main pattern is found across first- and third-year evaluations?\",\"answer\":\"Students who provided low evaluations in their first year were also likely to give low evaluations in their third year.\"},{\"question\":\"Which factors does the study say the effect holds independent of?\",\"answer\":\"The effect is reported as independent of campus engagement, sex, student status (domestic or international), and generational status (first in the family to attend university versus not).\"}]","Repeated Low Teaching Evaluations: A Form of Habitual Behaviour? | PDF",1792083477]