Student Evaluations: An Assessment of Validity

Lamberth, John; Kosteski, Debra

doi:10.1207/s15328023top0801_2

Cited by 10 publications

(3 citation statements)

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“…Criterion measures in validity studies have included student achievement (see Colaen, 1982, for a meta-analysis; Feldman, 1976;Howard & Maxwell, 1982;McKeachie, 1979), peer ratings (Bayley, 1967;Seldin, 1980), ratings of teaching assistants (TAs) present in courses but not subject to grading pressures by the professor who is being evaluated (Lamberth & Kosteski, 1981), and self-ratings (Centra, 1973;Doyle & Crichton, 1978;Marsh, Overall, & Kesler, 1979). Criterion measures in validity studies have included student achievement (see Colaen, 1982, for a meta-analysis; Feldman, 1976;Howard & Maxwell, 1982;McKeachie, 1979), peer ratings (Bayley, 1967;Seldin, 1980), ratings of teaching assistants (TAs) present in courses but not subject to grading pressures by the professor who is being evaluated (Lamberth & Kosteski, 1981), and self-ratings (Centra, 1973;Doyle & Crichton, 1978;Marsh, Overall, & Kesler, 1979).…”

Section: Deleann Nokovichmentioning

confidence: 99%

“…Peer evaluators, though usually knowledgeable, sometimes evaluate without sitting in on the courses they are rating (Doyle & Crichton, 1978). Although Lamberth and Kosteski's (1981) use of TA ratings avoids these problems, Bonge (1982) argued that statistical issues prevent their results from providing convincing evidence for the validity of student ratings. In addition, such observations are likely to be reactive measures, possibly producing unusually diligent preparation or leading to high anxiety.…”

Section: Deleann Nokovichmentioning

confidence: 99%

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Teacher Self-Ratings as a Validity Criterion for Student Evaluations

Drews

Burroughs

Nokovich

1987

Teaching of Psychology

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Student ratings were validated against instructor self-ratings by assessing student-faculty agreement concerning day-to-day variability within courses. For 15 days, students and instructors in each of four courses made daily evaluutions, Analysis showed that student ratings and instructor self-ratings were significantly correlated in three areas: material cowered, instructor performance, and overall impressions of the success of the class. These results are consistent with those of other studies that have argued for the ability of students to provide valid course evaluations. In addition, they avoid some of the interpretive probkrns of other criterion measures that have been used to validate student evaluations.

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Section: Deleann Nokovichmentioning

confidence: 99%

Section: Deleann Nokovichmentioning

confidence: 99%

Teacher Self-Ratings as a Validity Criterion for Student Evaluations

Drews

Burroughs

Nokovich

1987

Teaching of Psychology

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show abstract

“…Previous research has provided information about the technical characteristics of student evaluations. Validity and reliability have been well-documented (Aleamoni & Thomas, 1980;Costin, Greenough & Menges, 1971;McKeachie, 1979;and Lamberth, 1981), and little doubt remains that well-Constructed student evaluation forms can provide valid, reliable information about student perception of instruction. It is time to consider how student differences influence the perception of instruction.…”

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confidence: 99%