The relationship between student personality characteristics, teacher ratings, and student achievement.

Abrami, Philip C.; Perry, Raymond P.; Leventhal, Les

doi:10.1037/0022-0663.74.1.111

Cited by 54 publications

(30 citation statements)

References 38 publications

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“…In a recent study, Abrami, Perry, and Leventhal (1982) explored the relationship between student personality characteristics and course ratings. They found that student personality characteristics did not account for a meaningful amount of variance in ratings.…”

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confidence: 99%

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

Abrami¹,

Mizener

1983

American Educational Research Journal

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This study examined the relationship between student/teacher attitude similarity and teacher rating form (TRF) scores. Students (N = 345) completed a 24-item attitude scale, once for themselves and once for their instructors, and a 28-item TRF. The results indicated that TRF variance explained by total similarity was reduced by almost half when teacher effects were removed. Similarity of attitudes relevant to higher education was related to teacher ratings; similarity of irrelevant attitudes was not. The component scores (own attitudes, perceived attitudes) accounted for more TRF variability than assumed similarity. Of the component scores, only perceived attitudes accounted for a significant amount of TRF variance independent of other effects. We conclude that the unique variance explained by student/teacher attitude similarity is of minimum importance when evaluations are used to make gross distinctions (e.g., poor, acceptable, outstanding) among instructors.

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confidence: 99%

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

Abrami¹,

Mizener

1983

American Educational Research Journal

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“…While students' cognitive ratings of teaching may be valid indicators of teaching effectiveness (Page, 1974;Cohen, 1981;Abrami, 1982), our findings suggest that male Undergraduates with less vocational commitments may feel relatively less satisfied with their courses. There is evidence that such dissatisfied male students would be over-represented on Arts courses.…”

Section: Discussionmentioning

confidence: 52%

Course satisfaction and occupational ego-identity among undergraduates

Springett

1986

High Educ

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Three-hundred and eighty final year Undergraduates were classified into one of four occupational ego-identity (OEI) positions using the Student Progress Questionnaire (SPQ1). Evidence of the validity of the OEI classifications was found in that their distribution by Faculty was as predicted from previous research. Male students in the four OEI positions were shown to vary in levels of course satisfaction in directions indicated by Waterman and Waterman (1970). Equivalent results were not found for the female group. It is suggested that course satisfaction is a dubious criterion of course quality, in that such ratings may be biased by students' characteristics. The results also suggest that Erikson's theory of adolescence may be biased towards a masculine psychology. A view of course satisfaction involving the parallel processes of identity resolution and identification is proposed. This view is seen to be consistent with current research in the area of job satisfaction.

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“…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 & Mizener, 1983;Abrami et al, 1996;Abrami et al, 1982;Marsh, 1983Marsh, , 1984Marsh, , 1987Marsh, , 1994Marsh, , 1995. And, while student learning and motivation for continued studies are valuable indicators of instructional effectiveness (cf.…”

Section: Alternate Approachesmentioning

confidence: 98%

Multi-Method Evaluation of Instruction in Engineering Classes

et al. 2005

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Student evaluation of instruction in college and university courses has been a routine and mandatory part of undergraduate and graduate education for some time. A major shortcoming of the process is that it often relies exclusively on the opinions or qualitative judgments of students rather than the learning or transfer of knowledge that takes place in the classroom. To develop a more objective system of assessment, this research focused on a learning-centered approach to course work and teaching evaluation. Standardized testing tools were developed suitable for measuring the content knowledge of students in a representative group of undergraduate courses. Course evaluations were conducted using two systems of assessment: the traditional student questionnaire feedback system and one based on the learningcentered approach using a computer-based question bank and on-line testing. Significant performance differences were evident in pretest/posttest comparisons of student learning. Favorable ratings of instruction are reflected in opinions on student questionnaires. No relationship was demonstrated between learning and traditional course evaluation outcomes. Our hypothesis that the learning-centered approach provides information that is not available using the traditional student feedback system was supported.Although teaching evaluations may include peer (colleague) evaluations, retrospective evaluations by alumni, and self-evaluations, universities have tended to rely primarily on students' evaluations when attempting to quantify teaching effectiveness in college and university classes (cf. Centra, 1993;Hobson & Talbot, 2001). The most common form of student evaluation of teaching (SET) is completion of a multiitem survey assessing areas such as specific and general ratings of course effectiveness and/or specific and general areas of instructor effectiveness. These types of rating scales have served as the primary means of evaluating instruction in university classes for some time and considerable controversy has surrounded their use, especially when providing input into pay, merit pay, reappointment, tenure, and promotion decisions for individual instructors (Adams

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The relationship between student personality characteristics, teacher ratings, and student achievement.

Cited by 54 publications

References 38 publications

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

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

Course satisfaction and occupational ego-identity among undergraduates

Multi-Method Evaluation of Instruction in Engineering Classes

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