Measuring Student's Perceptions of Teaching: Dimensions of Evaluation

Abstract

Results from application of the SPTE Questionnaire from 2,115 classes were factor analyzed to oblique simple structure. A first-order solution with six factors resulted: 1) Attitude Toward Students, (2) Work Load, (3) Course Value to Students, (4) Course Organization/Structure, (5) Grading Quality, and (6) Level of Material. Two second-order factors were also found. At the second-order, results showed that course difficulty was uncorrelated with other aspects of students' perceptions of teaching. Results are discussed in relation to broad concepts of teaching evaluation as well as methodological requirements of adequate assessment of teaching quality.

A Multilevel Factor Analysis of Students’ Evaluations of Teaching

“…One could plausibly suggest that the moderate levels of model fit to these data are a result of the models being incorrect representations of teaching effectiveness as measured by the SETERS. Other models that could potentially be tested with the SETERS are Burdsal and Bardo's (1986) six-factor model or the four-factor model initially proposed by Abrami et al (1996). In addition, the models tested in this study could be used with additional samples using more sophisticated sampling methods and possibly much larger sample sizes at the between level.…”

Professor Attitude: Its Effect on Teaching Evaluations

“…Therefore, research was conducted to find areas of study closely related to our effort. We gathered questionnaire items eclectically from previous researchers (Ambady & Rosenthal, 1993;Burdsal & Bardo, 1986;Caldwell & Jenkins, 1985;Erdle, Murray, & Rushton, 1985;Marsh, 1991) to develop a new student attitude questionnaire consisting of 16 items and using a 5-point Likert scale. A rating of 1 indicates the student strongly agrees, and a rating of 5 indicates the student strongly disagrees (see the Appendix, Questions 28 through 43).…”

Confidence in the Classroom: Ten Maxims for New Teachers

“…These studies (e.g., Burdsal and Bardo, 1986) consistently reveal the following important dimensions: (1) organization, structure, or clarity, (2) teacher-student interaction or rapport, (3) teaching skill, communication, or lecturing ability, (4) workload or course difficulty, and (5) grading examinations. Other representative studies in this area have been discussed by Eison and Stephens (1988), McKeachie (1986).…”