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1.
This study examined the relationship between student ratings and instructors’ predictions of these ratings, taking into account other instructor, student, and course characteristics. Participants in the study were 198 instructors in the School of Education at a major teacher training college in Israel. Data corresponding to one randomly selected course per instructor were collected using student and instructor questionnaires and college records. Results indicate a systematic positive relationship between instructors’ predictions and actual student ratings with respect to overall ratings and the ratings of three dimensions of teaching. Results also demonstrate a systematic trend whereby low‐rated instructors tend to overestimate their student ratings, high‐rated instructors underestimated ratings, and moderately rated instructors gave accurate predictions. Results have implications for using predictions to motivate teaching improvement. 相似文献
2.
Robert L. Williams Lloyd Clark 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):229-239
In the class session following feedback regarding their scores on multiple-choice exams, undergraduate students in a large human development course rated the strength of possible contributors to their exam performance. Students rated items related to their personal effort in preparing for the exam (identified as student effort in the paper), their ability to perform well on the exams (identified as student ability), and teacher input that might have affected their exam performance. Students rated most student effort items higher than teacher input and student ability items. Notwithstanding, across all exams, ratings of student ability and teacher input correlated more strongly with exam performance than did student effort ratings. High and low performers on the exams differed significantly on ratings of student ability and teacher input, but were more similar on ratings of student effort. 相似文献
3.
Effects of grading practices and time of rating on student ratings of faculty performance and student learning 总被引：2，自引：0，他引：2
The effects of grading practices (strict, lenient) and time of rating (after a lecture, after taking an examination, after receiving feedback on performance on the examination) on student ratings of faculty performance and student learning (i.e., performance on an examination) were assessed in two experimental studies. Results indicated that (1) student ratings were directly affected by grading practices and this effect was a function of the time at which ratings were cornpleted, and (2) student learning and students' ratings of faculty were positively correlated, and grading practices had no effect on student learning. Implications of these findings for the administrative use of student ratings are considered. 相似文献
4.
Betty J. Haslett 《Research in higher education》1976,5(1):39-65
Student knowledgeability, class size, and class level were found to significantly influence students' ratings of instruction. In general, the more knowledgeable the student in an area, the higher his ratings of courses and instructors in that area. Also, large courses and advanced courses were most highly rated by students. The effect of student sex on student ratings of instruction varied as a function of the particular aspect of instruction being evaluated. Significant interactions among the four main effects were also found across the judgmental dimensions students utilized in evaluating instruction, as assessed by factor analysis. Student knowledgeability and class size were found to be the main predictors of student ratings on these dimensions. 相似文献
5.
Thomas P. Hogan 《Research in higher education》1973,1(2):149-154
This study raised three questions about the similarity or generalizability of student ratings of courses and instructors. First, how stable are student ratings of the same instructor giving the same course during twodifferent semesters? Second, how similar are student ratings of the same instructor in twodifferent courses? Third, how similar are student ratings of a given course being taught bydifferent instructors? Instances were identified in which student ratings on seven different factors were available for pairs of courses for each of these questions. For the case of the same instructor — same course—different semesters, student ratings were reasonably similar (median r for seven factors about 0.70). For the case of the same instructor—different courses, the median r was surprisingly low — about 0.40. For the case of the same course—different instructors, substantial correlations were obtained for some factors and insignificant correlations for other factors. Implications of these findings for practical use of student ratings and suggestions for further research in the area are discussed. 相似文献
6.
In a research project into the effectiveness of mathematics teaching in the first year of secondary education, external observers and students rated teachers' behaviour. The reliability and validity of both methods were established. The results show that teacher behaviour is assessed well when student ratings are aggregated at the classroom level. The quality of aggregated student ratings is as good as the quality of data from external observers. The predictive validity of aggregated student ratings is higher than the predictive validity of external observations when subject motivation is taken as a dependent variable. 相似文献
7.
Timothy Curby Patrick McKnight Lisa Alexander Simone Erchov 《Assessment & Evaluation in Higher Education》2020,45(1):44-53
AbstractEvaluation of college instructors often centers on course ratings; however, there is little evidence that these ratings only reflect teaching. The purpose of this study was to assess the relative importance of three facets of course ratings: instructor, course and occasion. We sampled 2,459 fully-crossed dyads from a large university where two instructors taught the same two courses at least twice in a 3-year period. Generalizability theory was used to estimate unconfounded variance components for instructor, course and occasion, as well as their interactions. Meta-analysis was used to summarize those estimates. Results indicated that a three-way interaction between instructor, course and occasion that includes measurement error accounted for the most variance in student ratings (24%), with instructor accounting for the second largest amount (22%). While instructor - and presumably teaching - accounted for substantial variance in student course ratings, factors other than instructor quality had a larger influence on student ratings. 相似文献
8.
The purpose of this study was to examine how grading leniency and grade discrepancy (the difference between expected grades and deserved grades) were associated with various dimensions of student ratings of instruction. A sample of 754 undergraduate college students completed a student ratings of instruction instrument and provided responses to a number of other questions on topics such as course difficulty and workload. A series of multilevel regression analyses were conducted and results showed that an instructor's grading leniency, as perceived by students, was positively associated with student ratings on 11 of 12 dimensions of instruction examined. This finding suggests that more lenient instructors tend to receive higher student ratings. The second finding shows that grade discrepancy was negatively associated with most dimensions of instruction. This supports the self-serving bias hypothesis under attribution theory (Gigliotti & Buchtel, 1990) in that students tended to punish instructors with lower ratings when expected grades were lower than students believed they deserved, yet little evidence of a pattern of rewards existed in student ratings when students expected grades higher than they deserved. 相似文献
9.
Several student and course characteristics were examined in relation to student ratings of instruction. Students at a major Canadian university completed the Universal Student Ratings of Instruction instrument at the end of every course over a three‐year period, providing 371,131 student ratings. Analyses of between‐group differences indicate that students who attend class often and expect high grades provide high ratings of their instructors (p < .001). In addition, lab‐type courses receive higher ratings than lectures or tutorials, and courses in the social sciences receive higher ratings than courses in the natural sciences (p < .001). Regression analyses indicated, however, that student and course characteristics explain little variance in student ratings of their instructors (<7%). It is concluded that student ratings are more related to teaching instruction and behavior of the instructor than to these variables. 相似文献
10.
11.
Sergio Piccinin Carolina Cristi Marcia McCoy 《International Journal for Academic Development》2013,18(2):75-88
Abstract The present study addressed the impact of individual consultation on teaching improvement as measured by changes in student ratings. Subjects included 91 professors who presented naturally for individual consultation services over a seven‐year period at the teaching centre of a Canadian university. Interventions by the consultant fell into three categories: 1) Feedback‐Consultation, 2) Feedback‐Consultation‐Class Observation, and 3) Feedback‐Consultation‐Class Observation and Student Consultation. End of term student ratings for the course that was the subject of the consultation were compared with student ratings for the same course taught between one and three years prior to the consultation service, and for the same course taught between one to three years following consultation. The results showed that, overall, consultation was effective in improving the quality of the consultees’ teaching, as evidenced by an increase in mean student ratings of instruction. This effect persisted post consultation. Not all intervention groups, however, showed the same pattern of results. Change was evident immediately after the intervention except in the case of brief consultation, although follow‐up data showed improved teaching for the latter group. Control data provided evidence that the change in student ratings post consultation could reasonably be attributed to consultation effects. 相似文献
12.
This article is about the accurate interpretation of student ratings data and the appropriate use of that data to evaluate faculty. Its aim is to make recommendations for use and interpretation based on more than 80 years of student ratings research. As more colleges and universities use student ratings data to guide personnel decisions, it is critical that administrators and faculty evaluators have access to research-based information about their use and interpretation.The article begins with an overview of common views and misconceptions about student ratings, followed by clarification of what student ratings are and are not. Next are two sections that provide advice for two audiences—administrators and faculty evaluators—to help them accurately, responsibly, and appropriately use and interpret student ratings data. A list of administrator questions is followed by a list of advice for faculty responsible for evaluating other faculty members’ records. 相似文献
13.
This study examines whether the intended use of data obtained from student evaluations of university faculty biases the ratings. The paper reviews and critiques previous research done in the area. Previous studies produced contradictory results, but the results were confounded by several methodological problems. The research reported here remedied some of the problems in previous studies. The findings indicated that, while students are aware of the intended use of ratings as stipulated in written directions, different uses do not result in statistically significant differences in the ratings. Implications for the use of student ratings in the evaluation of faculty are discussed. 相似文献
14.
Dr. Gordon E. Greenwood Al Hazelton Albert B. Smith William B. Ware 《Research in higher education》1976,5(2):171-178
The purpose of the study was to investigate relationships between student ratings of college teaching using four types of student rating instruments and pre- vs. post-student achievement gains in 36 sections of an undergraduate analytic geometry and calculus course. Student rating instruments used varied according to type of items (high vs. low inference) and focus (students rating their own perceived growth vs. rating the instructor). Data were collected on 799 students (66% freshmen; 16% sophomore; and 15% juniors) at the University of Florida, and relationships were analyzed using the Pearson product-moment correlation technique. Significant relationships were not found between student ratings and student achievement. 相似文献
15.
Improvement of instruction and teacher effectiveness: are student ratings reliable and valid? 总被引：5，自引：1，他引：5
Eric A. Arubayi 《Higher Education》1987,16(3):267-278
This paper reviews the evidence on whether student ratings are reliable and valid enough to be used for the purpose of the improvement of instruction and teacher effectiveness. A consensus of evidence available in the literature tends to show a measure of consistency, stability and validity of student ratings. Several variables such as sex of rater and ratee, class size, mood of students, rank of instructors, grades students were expecting, time of the day courses are taught, to mention only a few, have been found to have a low to high positive relationship, with student ratings. It also appears that the use of student ratings leads to the improvement of instruction, provided the evaluation data are fed back to the instructor and that an expert or consultant provides assistance to the instructor. 相似文献
16.
Ivo J.M. Arnold 《International Journal of Educational Research》2009,48(4):215-224
This paper measures the impact of timing on student evaluations of teaching effectiveness, using a dataset of close to 3000 observations from Erasmus School of Economics. A special feature of the data is that students were able to complete on-line questionnaires during a time window ranging from one week before to one week after the final examination. This allows for the isolation of the effect of the examination on student evaluations. Among students who subsequently pass the exam, we find little difference between pre- and post-exam ratings. Among students who fail, evaluation scores are significantly lower after the exam on a number of items. Our evidence is compatible with a self-serving bias in student evaluations, but does not indicate that students seek revenge on instructors through lower ratings. 相似文献
17.
Gregory J. Marchant 《The Teacher Educator》2013,48(2):112-125
Abstract Two approaches were used in a study to examine the relation between indicators of student achievement, including the state mandated standardized achievement test, and the functioning of professional development schools (PDSs). Comparing schools that had PDS relationships with a midwestern university to schools that did not resulted in no significant differences in achievement. When PDS ratings relating to nine PDS goals and functions were compared to achievement indicators, higher staff development ratings were significantly related to higher student achievement. Limitations of the study precludes a definitive causal relation; however, the results suggest the need for further study and suggest the possibility of staff development as a major tool for student achievement in PDSs. 相似文献
18.
Motivation theory suggests that autonomy supportiveness in instruction often leads to many positive outcomes in the classroom, such as higher levels of intrinsic motivation and engagement. The purpose of this study was to determine whether perceived autonomy support and course-related intrinsic motivation in college classrooms positively predict student ratings of instruction. Data were collected from 47 undergraduate education courses and 914 students. Consistent with expectations, the results indicated that both intrinsic motivation and autonomy support were positively associated with multiple dimensions of student ratings of instruction. Results also showed that intrinsic motivation moderated the association between autonomy support and instructional ratings—the higher intrinsic motivation, the less predictive autonomy support, and the lower intrinsic motivation, the more predictive autonomy support. These results suggest that incorporating classroom activities that engender autonomy support may lead to improved student perceptions of classroom instruction and may also enhance both student motivation and learning. 相似文献
19.
Stephen L. Benton Dennis Duchon William H. Pallett 《Assessment & Evaluation in Higher Education》2013,38(4):377-388
This study examined the relationship between individual student self-reported ratings of progress on relevant learning objectives and performance on exams administered during a college course. Across three sections of the same course taught by a single instructor, 188 students rated themselves at the end of the course on two objectives identified by the instructor as either essential or important. They also rated themselves on 10 other objectives the instructor identified as having minor or no importance. Self-ratings on course-relevant objectives correlated significantly and positively with four out of five exams and the course total, whereas ratings on irrelevant objectives did not. Students who rated their progress as either exceptional or substantial generally performed better on course examinations than those who rated their progress as moderate or less. These findings support the validity of student self-reported ratings of learning. 相似文献
20.
An extensive review of the research concerning the effect of different variables on student ratings is presented. A study is then reported comparing the effects of different sets of instructions on student evaluations of the course and instructor. The results indicated that the students who were informed that the results of their ratings would be used for administrative decisions rated the course and instructor more favorably on all aspects than students who were informed that the results of their ratings would only be used by the instructor.The authors are indebted to Professor Robert A. Waller for cooperating in obtaining the data on his two history courses. 相似文献