Literaturnachweis - Detailanzeige
| Autor/in | Cohen, Peter A. |
|---|---|
| Titel | An Updated and Expanded Meta-Analysis of Multisection Student Rating Validity Studies. |
| Quelle | (1986), (22 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Academic Achievement; Class Size; Classroom Research; College Faculty; Correlation; Course Evaluation; Effect Size; Faculty Evaluation; Higher Education; Interrater Reliability; Literature Reviews; Meta Analysis; Predictor Variables; Research Design; Sample Size; Self Evaluation (Individuals); Student Evaluation; Student Evaluation of Teacher Performance; Test Validity |
| Abstract | A meta analysis was conducted of studies of college students' evaluations of their teachers. Forty-seven studies were included, representing 74 multisection courses, in which four selection criteria were met. An actual, rather than an experimental class was used; the unit of analysis was the class rather than the individual student; a common achievement measure was used across all class sections; and data were available to calculate the correlation between student achievement and ratings on instructors. The major outcomes of interest were the relationships between: (1) overall instructor ratings and student learning; (2) overall course ratings and student learning; (3) students' self-rating of learning and student achievement; and (4) student rating dimensions as identified commonly in the literature, and student learning. Twenty variables were used to categorize the research methodology. Achievement was indicated by final examination scores, cumulative point totals, or final grades. Results indicated a significant positive correlation between overall instructor rating and student learning. The size of this effect was different when teachers, rather than external graders, evaluated the exam; ratings were administered before students knew their final grade; or a small number of sections was studied. Both course ratings and student self-ratings were positively correlated with actual learning. References, categories used to describe study features, and extensive data tables are appended. (GDC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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