Factorial Validity of Student Ratings of Instruction |
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| Authors: | Email author" target="_blank">Robert?D?RenaudEmail author Harry?G?Murray |
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| Institution: | (1) Department of Educational Administration, Foundations, and Psychology, University of Manitoba, Canada;(2) Department of Psychology, University of Western Ontario, Canada |
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| Abstract: | This study tested the Systematic Distortion Hypothesis by examining the factorial validity of student ratings of university
teaching. Factorial validity is defined as the degree to which covariance among judged traits resembles the actual or true
covariation of observable behaviors underlying these traits. Although many studies have examined the factorial validity of
ratings, results are inconsistent. The present study used a more complete methodology to address some of the limitations of
previous studies. Student ratings of teaching and measurements of actual teaching behaviors were obtained for 32 instructors.
Student ratings were compared to frequency counts of actual teaching behaviors obtained from videotape and to students’ similarity
judgments of teacher characteristics. It was found, first, that the structure of student ratings showed a moderately strong
relation to the structure of actual behaviors, and a somewhat stronger relation to the structure of conceptual associations;
and second, that the effects of systematic distortion were more pronounced for low-inference student ratings than for high-inference
ratings. |
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| Keywords: | factorial validity student ratings teacher effectiveness illusory correlation systematic distortion hypothesis |
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