The new reporters: Students rate instruction

Menges, Robert J.

doi:10.1002/he.36919730406

Cited by 20 publications

(8 citation statements)

References 28 publications

(23 reference statements)

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“…Perhaps the best summary of this area is McKeachie's (1979) conclusion that a wide variety of variables that could potentially influence student ratings apparently have little effect. Similar conclusions have been drawn by Centra (1979), Menges (1973), Marsh (1980b), Murray (1980), Aleamoni (1981), and others.…”

Section: Summary Of the Search For Potential Biasessupporting

confidence: 84%

Students' evaluations of university teaching: Dimensionality, reliability, validity, potential baises, and utility.

Marsh¹

1984

Journal of Educational Psychology

712

117

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This article provides an overview of findings and research designs used to study students' evaluations of teaching effectiveness and examines implications and directions for future research. The focus of the investigation is on the author's own research that has led to the development of the Students' Evaluations of Educational Quality (SEEQ), but it also incorporates a wide range of other research. Based on this overview, class-average student ratings are (a) multidimensional; (b) reliable and stable; (c) primarily a function of the instructor who teaches a course rather than the course that is taught; (d) relatively valid against a variety of indicators of effective teaching; (e) relatively unaffected by a variety of variables hypothesized as potential biases; and (f) seen to be useful by faculty as feedback about their teaching, by students for use in course selection, and by administrators for use in personnel decisions. In future research a construct validation approach should be used in which it is recognized that effective teaching and students' evaluations designed to reflect it are multifaceted, that there is no single criterion of effective teaching, and that tentative interpretations of relations with validity criteria and with potential biases must be scrutinized in different contexts and examine multiple criteria of effective teaching. Students' evaluations of teaching effectiveness are commonly collected at North American universities and colleges and are widely endorsed by students, faculty, and administrators (Centra, 1979; Leventhal, Perry, Abrami, Turcotte, & Kane, 1981). The purposes of these evaluations are variously to provide (a) diagnostic feedback to faculty about the effectiveness of their I would like to thank

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Section: Summary Of the Search For Potential Biasessupporting

confidence: 84%

Students' evaluations of university teaching: Dimensionality, reliability, validity, potential baises, and utility.

Marsh¹

1984

Journal of Educational Psychology

712

117

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“…In other words, most student, instructor and course characteristics, either separately or in combination, do not have a large impact on student ratings. This conclusion is based on findings of previous research indicating that a variety of variables that could potentially influence student evaluations apparently have little effect, accounting for only 12À14% of the variance in student ratings (e.g., Centra, 1979;Marsh, 1987;Marsh and Cooper, 1981;Menges, 1973). Second, the directions of the effects of student, instructor and course characteristics on student ratings of effective teaching are often inconsistent.…”

Section: Instructor/course Characteristics and Student Ratingsmentioning

confidence: 94%

Multilevel Analysis of the Effects of Student and Instructor/Course Characteristics on Student Ratings

Nasser

Hagtvet

2006

Res High Educ

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Multilevel SEM was used to examine the extent to which student, instructor, and course characteristics affect student ratings. Data were gathered from 1867 students enrolled in 117 courses at a large teacher training college in Israel. Four alternative two-level models that differ in only the nature of the relationship among interest in the course subject, expected grade, and student ratings were tested. Two of the models were judged as less appropriate, one because it failed to support the spurious relationship assumed between expected grade and student ratings, and the other on grounds of poor model-data fit. The other two models were equally good both in terms of the model-data fit and the amount of variance in student ratings that is accounted for by each of them. Both models supported the mediation effect of expected grade in the relationship between interest in the course subject and student ratings.

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“…This is in contrast to two studies (Bendig, 1953a;Rodin and Rodin, 1972) that found a negative relationship between student achievement and instructor rating. The latter study has been soundly criticized for its methodology by several researchers (Centra, 1973;Frey, 1973;Gessner, 1973;Menges, 1973).…”

Section: Validity Of Student Ratings and Rating Instrumentsmentioning

confidence: 99%

A review of the research on student evaluation and a report on the effect of different sets of instructions on student course and instructor evaluation

Aleamoni

Hexner

1980

Instr Sci

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An extensive review of the research concerning the effect of different variables on student ratings is presented. A study is then reported comparing the effects of different sets of instructions on student evaluations of the course and instructor. The results indicated that the students who were informed that the results of their ratings would be used for administrative decisions rated the course and instructor more favorably on all aspects than students who were informed that the results of their ratings would only be used by the instructor.In the mad rush to make courses "relevant" and meet new demands of accountability, colleges and universities have proposed many methods of evaluating the effectiveness of instruction. Such proposals generally indicate that many elements of the instructional setting need to be evaluated by several different audiences. Unfortunately, most proposals that are operationalized rest solely on the use of student ratings of instructors and informal colleague opinions. That students are able to provide reliable and valid evaluations of instructional quality has come to be recognized (Aleamoni, 1978;Costin et al., 1971).Much of the research on student rating of instructors has been concerned with the effect of different variables on these ratings. Due in part to the use of different course evaluation forms and to the use of differing research methodologies, the results of these investigations are often discrepant.Some of the variables which have been investigated include (a) reliability and validity of student ratings, (b) reliability and validity of student rating instruments, (c) class size, (d) sex of the student and sex of the instructor, (e)

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The new reporters: Students rate instruction

Cited by 20 publications

References 28 publications

Students' evaluations of university teaching: Dimensionality, reliability, validity, potential baises, and utility.

Students' evaluations of university teaching: Dimensionality, reliability, validity, potential baises, and utility.

Multilevel Analysis of the Effects of Student and Instructor/Course Characteristics on Student Ratings

A review of the research on student evaluation and a report on the effect of different sets of instructions on student course and instructor evaluation

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