Measurement of instructional effectiveness

Hoyt, Donald P.

doi:10.1007/bf00991670

Cited by 31 publications

(44 citation statements)

References 6 publications

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“…One likely explanation for these positive correlations is that lecturers succeeded in facilitating the students' achievement of the course objectives and students rated their achievement of course objectives in a valid way. This finding supports those of Hoyt (1973), who interpreted the positive correlation of importance and achievement ratings as an 'indirect test' of the validity of students' achievement ratings.…”

Section: Further Supportive Findingssupporting

confidence: 90%

Intended Course Objectives and Perception of Teaching Effectiveness

Stehle

Spinath

2014

Psychology Learning & Teaching

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In this study the relationship between intended course objectives and teaching effectiveness was investigated. Teaching effectiveness was indexed through student evaluations of teaching (SETs) and lecturer self-evaluations (LSEs), with a focus on course evaluation. Rated learning of intended course objectives was derived by two parallel questionnaires administered to 1647 students and 84 lecturers in 84 psychology courses. In particular, lecturers rated the importance of 11 course objectives for their course, while students rated their perceived achievement throughout the course according to the same 11 course objectives. Corresponding importance and achievement ratings were used to calculate separate measures of students' achievement of intended and unintended course objectives. Results show that students' perceived achievement of intended course objectives was associated with better SETs and LSEs. No association with SETs or LSEs were found for students' perceived achievement of unintended course objectives. These findings support the importance of having clear course objectives for effective student learning.

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Section: Further Supportive Findingssupporting

confidence: 90%

Intended Course Objectives and Perception of Teaching Effectiveness

Stehle

Spinath

2014

Psychology Learning & Teaching

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“…Three items were selected to assess each of these six dimensions. All of the items were originally taken from previous research, and had been repeatedly subjected to both statistical and content analysis (Cashin & Slawson, 1977;Colvin & Roundy, 1976;Feldman, 1976b;Hoyt, 1973aHoyt, , 1973b. Some of the original items were modified slightly in the interest of grammatical consistency.…”

Section: Part I: Instructionalmethodsmentioning

confidence: 99%

“…A five-category, Likert-type response scale was also used for this section. All items were selected from those whose reliability and validity had been previously established (Cashin & Slawson, 1977;Colvin & Roundy, 1976;Hoyt, 1973aHoyt, , 1973bHoyt & Cashin, 1977). Frey (1978) reviewed a variety of studies on the validity of student ratings.…”

Section: Part Ii: Outcomesmentioning

confidence: 99%

Development of a Form to Survey Student Reactions on Instructional Effectiveness of Lifetime Sports Classes

Noble

Cox

1983

Research Quarterly for Exercise and Sport

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“…He points out that "today cognitive and instructional psychologists are placing more and more emphasis upon the importance of the way in which knowledge is structured as well as upon skills and strategies for learning and problem solving" (p. 345). Moreover, although not a consideration of this paper, there are still other cognitive skills and intellectual dispositions as well as a variety of affective and behavioral outcomes of students that my be influenced in the college classroom (see, for example, discussions in Baxter Magolda, 1992;Bowen, 1977;Chickering and Reisser, 1993;Doyle, 1972;Ellner and Barnes, 1983;Feldman and Newcomb, 1969;Feldman and Paulsen, 1994;Hoyt, 1973;King and Kitchener, 1994;Pascarella and Terenzini, 1991;Sanders and Wiseman, 1990;Sockloff, 1973;and Turner, 1970).…”

Section: Underlying Mechanisms and Other Considerationsmentioning

confidence: 99%

Identifying Exemplary Teachers and Teaching: Evidence from Student Ratings1

Feldman

The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective

213

163

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Formal or systematic evaluation by college students of their teachers has long been used to help students in their selection of courses, to provide feedback to faculty about their teaching, and to supply information for administrators and personnel committees in their deliberations on the promotion and tenure of individual faculty members. Moreover, with the increasing emphasis that many colleges and universities are currently putting on good teaching and on designating, honoring, and rewarding good teachers, the use of student ratings is, if anything, likely to increase. Yet, for all their use, student ratings of instructors and instruction are hardly universally accepted. It is no secret, for example, that some college teachers have little regard for them. For these faculty, student evaluations of teachers (or courses)-whether sponsored by the university administration, facultydevelopment institutes, individual academic departments, or studentrun organizations-are not reliable, valid, or useful, and may even be 1 This paper is based on an earlier one

show abstract

Measurement of instructional effectiveness

Cited by 31 publications

References 6 publications

Intended Course Objectives and Perception of Teaching Effectiveness

Intended Course Objectives and Perception of Teaching Effectiveness

Development of a Form to Survey Student Reactions on Instructional Effectiveness of Lifetime Sports Classes

Identifying Exemplary Teachers and Teaching: Evidence from Student Ratings1

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