The association between student ratings of specific instructional dimensions and student achievement: Refining and extending the synthesis of data from multisection validity studies

Feldman, Kenneth A.

doi:10.1007/bf00992392

Cited by 295 publications

(239 citation statements)

References 48 publications

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“…First, multiple criteria such as peer evaluations, student evaluations, and supervisor ratings should be used to evaluate teacher effectiveness. In particular, student achievement and student learning should be used as a criterion in future research (Abrami et al, 1982;Feldman, 1989b), although student ratings are positively related to student achievement (Cohen, 1981;Feldman, 1989b). Second, we examined the accuracy of predictions regarding personality dimensions from judgments based on video clips.…”

Section: Discussionmentioning

confidence: 99%

“…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%

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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: Discussionmentioning

confidence: 99%

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

View full text Add to dashboard Cite

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“…The titles and abstracts of all 66 articles that cited Feldman (1989) were evaluated to determine if they were meta-analyses. None were found.…”

Section: Student Learningmentioning

confidence: 99%

“…In his report Marsh referenced two meta-analyeses of the literature in the area of validity and student learning: and Feldman (1989). These two reviews were acquired.…”

Section: Student Learningmentioning

confidence: 99%

“…Most people agree that the use of student ratings has been increasing over the past 25 years (Lin, McKeachie, & Tucker, 1984;Penny, 2003) and that most colleges and universities across the United States use the results of course evaluations in judging the effectiveness of their teachers (Benassi & Seidel, 2006;Cashin, 1989;McKeachie & Svinicki, 2005). Most experts in this area have also concluded that course evaluations are, (a) the most psychometrically sound instrument currently available for measuring teacher effectiveness (McKeachie, 1997;Scriven, 1988), (b) reliable measures of teacher effectiveness , and (c) a reasonable means for making valid inferences regarding teacher effectiveness (e.g., Feldman, 1989). …”

Section: Introductionmentioning

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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Programme evaluation

Lovato

Wall

2013

Understanding Medical Education

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The association between student ratings of specific instructional dimensions and student achievement: Refining and extending the synthesis of data from multisection validity studies

Cited by 295 publications

References 48 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.

Psychometric properties of postsecondary students' course evaluations

Programme evaluation

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