Abstract:

Measuring quality and efficiency in education are current affairs. There are many studies which have been done in order to prove that teaching quality is an essential indicator when we talk about university quality. Therefore, the university teacher is a crucial factor in evaluating this teaching quality.
In that sense, there are numerous variables which can be interfering with the correct evaluation of this quality and, above all, with the evaluation done by the students.
As Gómez, Pérez y García (2002) present, the variables which we should bear in mind so as to determine teaching quality are: the difficulty of the selected degree, the difficulty of the subject in the course, the academic year, the core or elective subjects, the hours of attendance at lectures, the number of registered students, the proportion of attending students to registered students, among other variables.
Consequently, the purpose of this essay is to verify if student’s mark expectations, somehow, have influence on their professor evaluation. For that reason, some students from the Faculty of Human and Social Sciences answered a questionnaire about educational evaluation in which the mark expectations, and the kind of teaching (theory, practice and theoretical-practical) were included.
Applying Multi-Group Structural Equation Modeling we find that, among these three groups, the questionnaire structure is stable. Moreover, it is observed that the mark expectation is a factor that determines the global evaluation of the teaching staff.

Keywords:

Teaching quality, mark expectation, Multi-Group Structural Equation Modeling.