Student Ratings as Criteria for Effective Teaching

Kenneth O. Doyle · Susan E. Whitely

114 citations0/0 files storedAmerican Educational Research Journal

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Evaluation of Teaching Practices Student Assessment and Feedback Educational Environments and Student Outcomes

Abstract

Considerable concern has been generated in many quarters about the use of student ratings as criteria for effective teaching. In the present study, a rating instrument was administered to students in a multi-section beginning language course. “Across-” and “between-sections” data were studied for generalizability and validity. The results indicated that student ratings overlap with one of the principal criteria of teaching effectiveness, namely, class-room achievement, yet possess a unique component. Ramifications of the “across” and “between” distinction were explored.

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References

1974The Dependability of Behavioral Measurements: Theory of Generalizability for Scores and Profiles 1963Retranslation of expectations: An approach to the construction of unambiguous anchors for rating scales.1971Student Ratings of College Teaching: Reliability, Validity, and Usefulness 1968Principles of Psychological Measurement 1972Student Evaluations of Teachers 1971Student Ratings of Teacher Effectiveness: Validity Studies 1937The Determination of the Factor Loadings of a given Test from the Known Factor Loadings of Other Tests 1973Student Ratings of Teaching: Validity of Several Rating Factors

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1980Validity of students' evaluations of teaching effectiveness: Cognitive and affective criteria.1982A Selective Review of the Validity of Student Ratings of Teaching 1980A review of the research on student evaluation and a report on the effect of different sets of instructions on student course and instructor evaluation 1986On Student Evaluation of Teaching Ability 1987Improvement of instruction and teacher effectiveness: are student ratings reliable and valid?

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