Student evaluations of professors

Rippey, Robert M.

doi:10.1097/00001888-197510000-00004

Cited by 6 publications

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“…The question is whether inadequate research procedures account for the lack of robustness. Rippey (1975) identified several errors of design and interpretation in studies of student ratings and called for better methods of collecting and analysing data.…”

Section: Inroductionmentioning

confidence: 99%

The relationship between student ratings of course effectiveness and student achievement

1978

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For many years student ratings have been used to assess the strengths and weaknesses of various courses and the teaching abilities of the instructors involved. Investigators have either supported or attacked the validity of this assessment procedure on the basis of the direction and degree of the relationship found between student rating of a course and student achievement in that course. This validation study supplemented correlation analysis with analysis of variance to compare groups at various achievement levels and to control for the possible confounding effects of overall group analysis. Medical students responded to a Likert attitude scale about aspects of an anatomy course. The mean attitude scores for a high and a low course achievement group were significantly different at the 0.005 level; the high achievement group had a more positive course attitude.

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Section: Inroductionmentioning

confidence: 99%

The relationship between student ratings of course effectiveness and student achievement

1978

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“…However, a major difficulty of the literature is that it tends to be so broad as to be of limited utility in attempting to bring about desired improvement. A large number of studies have been on such topics as clinical and didactic teaching and evaluation, whereas little attention has been given to exploring teachers’perceptions of the curriculum and finding out their perceptions of what has worked well and facilitated the effectiveness of the curriculum (interested readers are referred to Berner et al , 1974; Rippey, 1975; Fox, 1983; Veiga et al , 1983; Harper et al , 1983). The investigators of the present study, therefore, decided to approach teaching staff in an endeavour to obtain their perceptions of the curriculum and their opinions towards selected aspects of medical education.…”

Section: Introductionmentioning

confidence: 99%

Curriculum evaluation: status and options

El‐Hazmi

Haque

1985

Medical Education

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A questionnaire was used to ascertain: the status of the curriculum; curriculum characteristics; factors which have been useful in facilitating and improving the curriculum; opinions of the teaching staff on various ways of improving the educational process; and frequency of utilization of various teaching methods and audio-visual aids. The questionnaire was sent to 100 randomly selected faculty members (about 60% of total faculty members). The responses were statistically analysed to explain and elucidate the nature of the curriculum, factors or agents which have influenced the curriculum, the pattern of utilization of teaching methods and audio-visual aids, and the problems which have inhibited the rate of change. The implications of these findings for facilitating and improving the educational process are discussed.

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“…There is considerable controversy on the validity of students' ratings, i.e. whether they indeed measure teaching effectiveness (Costin, Greenough & Menges, 1971; Rippey, 1975; Rodin, 1975; Prey, 1975; Gessner, 1975). Several authors (Gessner, 1973; Frey, 1973; Doyle, 1975) have claimed that students are at least partially capable of identifying qualities of instruction which increase their knowledge or motivation.…”

Section: Introductionmentioning

confidence: 99%

“…Students' ratings of instruction are used in more than half of the institutions for higher education in the U.S.A. (Rippey, 1975). The growing use of students' evaluative feedback is due to several reasons: (1) students' ratings are reliable in terms of consistency and stability over time (Costin, Greenough & Menges, 1975).…”

Section: Introductionmentioning

confidence: 99%

Validity of students' ratings of clinical instructors

Benbassat¹,

Bachar²

1981

Medical Education

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The validity of students' rating of clinical instruction was correlated with students' performance in a clinical examination. One-way analysis of variance showed that the students' ratings discriminated among instructors, and that the instructors were a significant source of variance in their students' adjusted examination scores on a written clinical simulation. There was no significant correlation between students' performance in the examinations and their ratings of the clinical instructors.

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Student evaluations of professors

Cited by 6 publications

References 0 publications

The relationship between student ratings of course effectiveness and student achievement

The relationship between student ratings of course effectiveness and student achievement

Curriculum evaluation: status and options

Validity of students' ratings of clinical instructors

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