Student Evaluations of Teaching: The Generalizability of Class Means

Kane, Michael T.; Gillmore, Gerald M.; Crooks, Terence J.

doi:10.1111/j.1745-3984.1976.tb00009.x

Cited by 64 publications

(48 citation statements)

References 4 publications

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“…Group mean generalizability analyses (Cronbach et al, 1972;Kane, Gillmore, & Crooks, 1976;Pike, 1994;Pike, in press) revealed that dependable (i.e., Ep2 ≥ 0.70) institutional scores could be calculated using as few as 50 respondents. • To what extent does your institution emphasize providing the support you need to thrive socially?…”

Section: Methodsmentioning

confidence: 99%

Relationships among Structural Diversity, Informal Peer Interactions and Perceptions of the Campus Environment

Pike¹,

Kuh²

2006

rhe

122

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Recent research and critiques of affirmative action in college admissions raise questions about popular approaches for enhancing learning outcomes, suggesting that a diverse student body is neither a necessary nor a sufficient condition for experiencing diversity, creating supportive learning environments, or fostering desired outcomes of college. This study found that the diversity of a student body was positively related to interactions among students from different backgrounds but not meaningfully related to the degree to which the campus was perceived as supportive. Institutional characteristics were also related to diversity outcomes.

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Section: Methodsmentioning

confidence: 99%

Relationships among Structural Diversity, Informal Peer Interactions and Perceptions of the Campus Environment

Pike¹,

Kuh²

2006

rhe

122

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“…Traditional contextual models are often doubly manifest (manifest variable, manifest aggregation; see doubly manifest M1 in Figure 1), controlling neither measurement error nor sampling error. Although unreliability has many potential components of error (as emphasized, e.g., in generalizability theory; see Kane, Gillmore, & Crooks, 1976), here we emphasize measurement error (associated with sampling items, a traditional focus of CFA/SEM studies) and sampling error (associated with sampling of persons with L2 groups).…”

Section: Multilevel Latent Model Of Contextual Effectsmentioning

confidence: 99%

Doubly-Latent Models of School Contextual Effects: Integrating Multilevel and Structural Equation Approaches to Control Measurement and Sampling Error

Marsh

Lüdtke

Robitzsch

et al. 2009

Multivariate Behavioral Research

428

475

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“…Because the scalelets required that generaliza tions be made over samples of items and samples of students, the generalizability of group means was the focus of the study (Kane, Gillmore, & Crooks, 1976;Pike, 1994). Based on the responses of 50 randomly selected…”

Section: Introductionmentioning

confidence: 99%

The Convergent and Discriminant Validity of NSSE Scalelet Scores

Pike¹

2006

csd

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Faculty and administrators are more likely to take responsibility for student learning and development if they believe that assessment data represent their students and identify specific actions for improvement. An earlier study found that NSSE scalelets provide dependable metrics for assessing student engagement at the university, college, and department levels. Building on the earlier study, the findings of the current research indicate that the NSSE scalelets have greater explanatory power and provide richer detail than the NSSE benchmarks.

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Student Evaluations of Teaching: The Generalizability of Class Means

Cited by 64 publications

References 4 publications

Relationships among Structural Diversity, Informal Peer Interactions and Perceptions of the Campus Environment

Relationships among Structural Diversity, Informal Peer Interactions and Perceptions of the Campus Environment

Doubly-Latent Models of School Contextual Effects: Integrating Multilevel and Structural Equation Approaches to Control Measurement and Sampling Error

The Convergent and Discriminant Validity of NSSE Scalelet Scores

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