Does the Attitude Similarity of College Professors and Their Students Produce “Bias” in Course Evaluations?

Abrami, Philip C.; Mizener, Deborah A.

doi:10.3102/00028312020001123

Cited by 25 publications

(20 citation statements)

References 18 publications

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“…Students interested in the subject area tended to rate classes more favorably, although it is not always clear if interest existed before the start of the course, arose while taking the course, or was stimulated by the instructor during the course (Granzin and Painter 1973;Marsh 1980;Marsh and Roche 1997). Finally, Abrami and Mizener (1983) found a very weak association between student and teacher attitude similarities.…”

Section: Factors That Correlate With Evaluations Of Teachingmentioning

confidence: 99%

“…Teaching is a multidimensional activity, and measuring the effects of instruction is difficult because no single criterion of effectiveness is widely accepted (Abrami 1993; Abrami and Mizener 1983;Abrami, d'Apollonia, and Cohen 1990;Abrami, d'Apollonia, and Rosenfield 1996;Abrami, Perry, and Leventhal 1982;Marsh 1983Marsh , 1984Marsh , 1987Marsh , 1994Marsh , 1995. And, although student learning and motivation for continued studies are valuable indicators of instructional effectiveness (Angelo 1990(Angelo , 1991(Angelo , 1995(Angelo , 1996Angelo andCross 1989, 1993;Cross 1990Cross , 2001Theall and Centra 2001;Walker and Angelo 1998), most cafeteria-style evaluations rely on subsets of items to address dimensions of teaching.…”

Section: What We Know About Set Scores: Research-based Recommendationsmentioning

confidence: 99%

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Student Evaluation Of College Teaching: A Practice In Search Of Principles

et al. 2004

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and his colleagues Remmers and Brandenburg 1927). Centra (1993) divided the body of work on student evaluation of college teaching (SET) into the following four historical time frames:1. 1927-60 was dominated by the work of Remmers and his colleagues at Purdue University who developed the Purdue Rating Scale for Instructors and conducted early psychometric analyses to support what was, at the time, quite an innovative method of evaluation (Remmers 1927).2. During the 1960s, the use of student evaluations was almost entirely voluntary.3. The 1970s were considered the "golden age of research" on student evaluations and extended the earlier work to demonstrate the validity and utility of student ratings for both formative and summative purposes. 134 COLLEGE TEACHING T Downloaded by [Nova Southeastern University] at 23:15 27 December 2014 Vol. 52/No. 4 Further research on contextual variables and SETs: What do written comments reveal about the SETs? Do students comment on factors that are out of control of the instructor (e.g., climate of the room, time of class meeting, technical problems, etc.)? Downloaded by [Nova Southeastern University] at 23:15 27 December 2014

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Section: Factors That Correlate With Evaluations Of Teachingmentioning

confidence: 99%

Section: What We Know About Set Scores: Research-based Recommendationsmentioning

confidence: 99%

Student Evaluation Of College Teaching: A Practice In Search Of Principles

et al. 2004

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“…In this section, it is explained the results of research and at the same time is given the comprehensive discussion. Results can be presented in figures, graphs, tables and others that make the reader understand easily [22], [23]. The discussion can be made in several sub-chapters.…”

Section: Results and Analysismentioning

confidence: 99%

Effect of Integrated Feedback on Classroom Climate of Secondary School Teachers

Patel

2018

IJERE

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<p>This study aimed at finding out the effect of Integrated feedback on Classroom climate of secondary school teachers. This research is experimental in nature. Non-equivalent control group design suggested by Stanley and Campbell (1963) was used for the experiment. Integrated feedback was treatment and independent variable, Classroom climate was dependent variable and pre- Classroom climate, and Intelligence were considered as covariates. The sample of the study comprised of 77 secondary school teachers and 220 students studying in secondary classes from purposively selected four schools of Indore city. The data for Classroom climate, Job satisfaction and Intelligence were collected through standardized tools. One-way ANCOVA and 2X2 factorial design ANCOVA were used for data analysis. Hypotheses were tasted at level of significance with α = 0.05. It was found that the treatment has significant effect over Classroom climate when pre- Classroom climate was taken as covariate. The results also shown that Classroom climate was independent of the treatment when Intelligence and pre- Classroom climate were separately considered as covariates. In addition, classroom climate was also found independent of interaction between feedback and intelligence when pre – Classroom climate was taken as covariate.</p>

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“…Public and private universities in Saudi Arabia are striving hard to modernize their educational system to compete with international standards, further they hope to meet Saudi Arabia's vision 2030 which states " 1 We will continue investing in education and training so that our young men and women are equipped for the jobs of the future. We want Saudi children, wherever they live, to enjoy high quality, multi-faceted education.…”

Section: Background and Purpose Of The Studymentioning

confidence: 99%

Two Important Predictors of Quality Instruction: Teacher Ratings and Student Outcomes: Correspondence and Interpretation

Begum¹

2018

TIJAR

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This quantitative study determined the coefficient of correlation between teacher ratings and students' grades in the final exam of an elementary statistics course GSTA 140 and their reliabilities (overall consistency of a measure) at Effat University in Jeddah Saudi Arabia. The study was conducted with a cluster convenience sample of 558 students, registered in 22 GSTA 140 courses over a period of 3 years (fall 2014 to fall 2017). To avoid the effect of variability of different teaching styles on ratings, only those courses were collected, which are taught by the same instructor. The study, designed and inferences obtained, is based on Pearson product-moment Statistical correlation test, Normality test and Empirical rule. The results showed that there is a very weak positive correlation between teacher ratings and student achievement, however; their independent standard deviations (a measure of variation) are approximately equal. Normality tests showed that the data set for the students' grades is well modeled by a normal distribution as compared to the data set of teacher ratings. Results also indicated that the application of the empirical rule is the optimum approach to interpret the reliability of the data of teacher ratings surveys and students' final grades and hence prediction can be made on the bases of these values. The findings of this study could prove useful to university, regional, and kingdom, implementing similar formal teacher evaluation framework as Effat University.

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Does the Attitude Similarity of College Professors and Their Students Produce “Bias” in Course Evaluations?

Cited by 25 publications

References 18 publications

Student Evaluation Of College Teaching: A Practice In Search Of Principles

Student Evaluation Of College Teaching: A Practice In Search Of Principles

Effect of Integrated Feedback on Classroom Climate of Secondary School Teachers

Two Important Predictors of Quality Instruction: Teacher Ratings and Student Outcomes: Correspondence and Interpretation

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