Students’ Evaluations of University Teaching: Dimensionality, Reliability, Validity, Potential Biases and Usefulness

Marsh, Herbert W.

doi:10.1007/1-4020-5742-3_9

Cited by 635 publications

(974 citation statements)

References 99 publications

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“…Therefore, we used end-of-the-semester student ratings of teachers as a measure of teacher effectiveness. Considerable evidence supports the validity of student evaluations: Student ratings are consistent over time and across raters; correlate positively with expert, colleague, and administrator ratings; are independent of extraneous characteristics or characteristics of the students themselves; correlate significantly with how much students actually learn; and, last, do not change appreciably with greater age of the student rater and reflection by the student (Abrami, dApollonia, & Cohen, 1990;Centra, 1979;Cohen, 1981;Feldman, 1989aFeldman, , 1989bHoward, Conway, & Maxwell, 1985;Kulik & Kulik, 1974;Leventhal, Perry, & Abrami, 1977;Marsh, 1984;McKeachie, 1979;Trent & Cohen, 1973). Thus, student evaluations seem to be a valid means of evaluating teacher effectiveness.…”

Section: Study 1: College Teachersmentioning

confidence: 99%

Half a minute: Predicting teacher evaluations from thin slices of nonverbal behavior and physical attractiveness.

Ambady

Rosenthal²

1993

Journal of Personality and Social Psychology

844

527

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The accuracy of strangers' consensual judgments of personality based on "thin slices" of targets' nonverbal behavior were examined in relation to an ecologically valid criterion variable. In the 1st study, consensual judgments of college teachers' molar nonverbal behavior based on very brief (under 30 s) silent video clips significantly predicted global end-of-semester student evaluations of teachers. In the 2nd study, similar judgments predicted a principal's ratings of high school teachers. In the 3rd study, ratings of even thinner slices (6-s and 15-s clips) were strongly related to the criterion variables. Ratings of specific micrononverbal behaviors and ratings of teachers' physical attractiveness were not as strongly related to the criterion variable. These findings have important implications for the areas of personality judgment, impression formation, and nonverbal behavior.

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Section: Study 1: College Teachersmentioning

confidence: 99%

Half a minute: Predicting teacher evaluations from thin slices of nonverbal behavior and physical attractiveness.

Ambady

Rosenthal²

1993

Journal of Personality and Social Psychology

844

527

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“…Experts on ratings, however, have roundly criticized the study (for example, Doyle, 1975;Marsh, 1984). Critics point out that the ratings collected in the study were not of the course instructor but rather of the instructor's eleven teaching assistants.…”

Section: Another View Of Ratingsmentioning

confidence: 99%

Student Ratings: Validity, Utility, and Controversy

Kulik

2001

New Drctns for Instit Rsrch

189

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“…As the practice has become so extensive, a substantial literature has developed. Several reviews have concurred that course evaluation questionnaires give quite reliable and valid measures of teaching effectiveness (Aleamoni 1999;Feldman 1996Feldman , 1997Feldman , 2007Marsh 1987Marsh , 2007Marsh and Dunkin 1997;McKeachie 1997).…”

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confidence: 99%

Disciplinary Differences in Student Ratings of Teaching Quality

Kember

Leung

2010

Res High Educ

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Comparisons of large samples of course and teaching evaluation questionnaire data show consistent disciplinary differences. The current study examined the disciplinary differences in a theoretical model positing the impact of the perceived nature of teaching and learning environment on the development of generic capabilities by testing of (1) whether a common model of good teaching operated across disciplines and (2) the extent of deployment of teaching variables and their impact on learning outcomes. The sample consisted of 3,305 first and third year Chinese undergraduates of a university in Hong Kong, divided into four broad disciplinary groupings. Multiple-group structural equation modelling analysis showed configural invariance of the hypothesised model, suggesting a common model of good teaching across disciplines; and significant differences in the magnitude of structural paths and latent mean values across the four disciplinary groups were obtained reflecting differences between disciplines in the extent to which elements within the teaching and learning environment were brought into play. Possible reasons in terms of the epistemological nature of the disciplines were given to explain for the disciplinary variations.Keywords Disciplinary difference Á Epistemology Á Graduate capabilities Á Perceived quality of teaching Á Teaching and learning environments Disciplinary Differences in TeachingThe practice of evaluating teaching and courses in higher education, through Course And Teaching Evaluation Questionnaires (CTEQ) is now widespread to the extent that it is rare

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Students’ Evaluations of University Teaching: Dimensionality, Reliability, Validity, Potential Biases and Usefulness

Cited by 635 publications

References 99 publications

Half a minute: Predicting teacher evaluations from thin slices of nonverbal behavior and physical attractiveness.

Half a minute: Predicting teacher evaluations from thin slices of nonverbal behavior and physical attractiveness.

Student Ratings: Validity, Utility, and Controversy

Disciplinary Differences in Student Ratings of Teaching Quality

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