Teaching Evaluation in Agricultural Economics and Related Departments
以资源分配框架分析美国和加拿大农业经济学及相关院系的学生教学评价（SET），发现院系对SET的依赖随教师参与度增加，教师对SET形式和内容有特定偏好，提高问题质量比数量更能改进SET。
Abstract Departments use student evaluations of teaching (SETs) with little evidence that evaluation forms and procedures measure or contribute to teaching quality. SETs in agricultural economics and related departments in the United States and Canada are examined here in a resource allocation framework. Empirical models are estimated which characterize faculty reliance on SETs and faculty satisfaction with SET forms. We find that departmental reliance on SETs increases with faculty participation, that faculty have specific preferences for SET form and content, and that improvements in SETs are more likely to result from increasing the quality rather than the quantity of SET questions.