Student Ratings of Teaching: Validity of Several Rating Factors

Frey, Peter W.

doi:10.1126/science.182.4107.83

Cited by 139 publications

(76 citation statements)

References 3 publications

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“…Also of importance in validity analyses is an analysis of the means. Table 8 presents the means reported by the three studies: Benton and Scott (1976), Endo andDella-Piana (1976), andFrey (1973).…”

Section: Analysis Of the Meansmentioning

confidence: 99%

“…All but four of the studies included in Cohen's analysis were obtained (Crooks & Smock, 1974;Reynolds & Hansvick, 1978;Spencer & Dick, 1965;Wherry, 1952; all of which were unpublished studies). Of the obtained studies from Cohen and Clayson, it was found that three reported mean student ratings and final exam score means (Benton & Scott, 1976;Endo & Della-Piana, 1976;Frey, 1973). These means were included by the authors of these studies, but the authors did not analyze them or refer to them as being important.…”

Section: Overall Instructor Rating With Student Achievementmentioning

confidence: 99%

“…Only the Benton and Scott (1976) study included specific data on number of students per section (ranging from five to 13). In fact, Frey (1973) did not provide data regarding the number of students in each part of his study. Table 8 Means Reported in those Studies Included in and The resulting coefficients from the studies ranged from 0.22 to 0.93.…”

Section: Number Of Studentsmentioning

confidence: 99%

“…In other words, the means were reported in tables but no discussion of them being important for validity issues was included in the studies. Table 7 provides a comparison of the four studies (Frey, 1973, reported data from two studies). Additionally, Table 8 includes the means from each study.…”

Section: Overall Instructor Rating With Student Achievementmentioning

confidence: 99%

“…Math (specific course not specified), Introductory Calculus, Multidimensional Calculus, and Freshman English were courses included in these four Table 7 Comparison of Studies Included in and studies. Frey (1973) included two studies, one with students from Introductory Calculus and one with students from Multidimensional Calculus.…”

Section: Subjects Includedmentioning

confidence: 99%

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Psychometric properties of postsecondary students' course evaluations

Drysdale

2011

PsycEXTRA Dataset

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Several experts in the area of postsecondary student evaluations of courses have concluded that they are stable or reliable measures as well as being measures that provide ways of making valid inferences regarding teacher effectiveness. Often these experts have offered these conclusions without supporting evidence. Surprisingly, a thorough review of the literature revealed very few reported test-retest reliability studies of course evaluations and the results from these studies are contradictory. In the area of validity, the conclusions offered by scholars who conducted meta-analyses of mutlisection course studies are inconsistent. This leads to the following two research questions:1. What is the test-retest reliability over a 3-week period of the course evaluation currently employed at Utah State University?2. Can results of the course evaluation employed at Utah State University be used to make valid inferences about a teacher's effectiveness? iv Two parts of a study were conducted to answer these questions. First, a testretest reliability part was conducted with students from courses at Utah State University, employing a 3-week time lapse between administrations of the course evaluations.Second, a multisection course validity part was conducted using existing student ratings data and final examination scores for 100 sections of MATH 1010 over a 5-year period.Correlational analyses were conducted on the resulting data from both studies. Test-retest reliability coefficients ranging from 0.64 to 0.94 were found. In the second study, the correlation coefficients from the validity study ranged from -0.39 to 0.71, with a mean coefficient of 0.14 and 0.11 for final examination score by instructor rating and final examination score by course rating, respectively. Results from both parts of the study suggest that the course evaluation used at USU is not reliable and that results of the course evaluation do not provide information that can be used to make valid inferences regarding teacher effectiveness.

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Section: Analysis Of the Meansmentioning

confidence: 99%

Section: Overall Instructor Rating With Student Achievementmentioning

confidence: 99%

Section: Number Of Studentsmentioning

confidence: 99%

Section: Overall Instructor Rating With Student Achievementmentioning

confidence: 99%

Section: Subjects Includedmentioning

confidence: 99%

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Psychometric properties of postsecondary students' course evaluations

Drysdale

2011

PsycEXTRA Dataset

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Bibliography

1982

ASHE‐ERIC High. Edu. Rept.

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Student Ratings of Instruction and Their Relationship to Student Learning

Centra

1976

ETS Research Bulletin Series

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Student ratings of instruction were correlated with examination performance in 72 sections of seven courses. In two of the courses, students had been randomly assigned to sections. The pattern of correlations across the courses indicated that the global ratings of teacher effectiveness and of the value of the course to students were most highly related to mean exam performance (12 out of 24 product‐moment and partial correlations were .58 or above). Ratings of course objectives and organization, and of the quality of lectures were also fairly well correlated with achievement. Ratings of other aspects of instruction, such as the teacher‐student relationship or the difficulty/workload of the course, were not highly related to achievement scores.

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Student Ratings of Teaching: Validity of Several Rating Factors

Cited by 139 publications

References 3 publications

Psychometric properties of postsecondary students' course evaluations

Psychometric properties of postsecondary students' course evaluations

Bibliography

Student Ratings of Instruction and Their Relationship to Student Learning

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