The Validity of Students' Evaluations of Instructional Effectiveness: A Comparison of Faculty Self-Evaluations and Evaluations by Their Students.

Autor/inn/en	Marsh, Herbert W.; und weitere
Titel	The Validity of Students' Evaluations of Instructional Effectiveness: A Comparison of Faculty Self-Evaluations and Evaluations by Their Students.
Quelle	(1978), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; College Faculty; Correlation; Course Evaluation; Evaluation Criteria; Higher Education; Self Evaluation; Social Sciences; Student Evaluation of Teacher Performance; Student Teacher Relationship; Teacher Effectiveness; Teacher Evaluation; Test Reliability; Test Validity; Undergraduate Students + Suchen Sie Ihr Suchwort? Fakultät; Korrelation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Testreliabilität; Testvalidität
Abstract	Student evaluations of teacher effectiveness have been accepted by instructors as helpful indicators of performance, but their validity and use in tenure and promotion decisions has been questioned by faculty. Students and instructors in 207 social science courses completed evaluations of instructional effectiveness at the conclusion of the semester. Each of the 65 participating faculty members designated the course in which his or her teaching had been the most and the least effective. The instuctors then evaluated their teaching in both courses. Instructor and student evaluations contained identical items, samples of which are appended. Faculty and students agreed upon six factors of teacher effectiveness: breadth of coverage, organization, group interaction, individual interaction, instructor enthusiasm and learning/value. Factor analysis revealed that student and faculty agreement on evaluation factors was high. Student evaluation of the courses designiated most effective by instructors was higher on all scores. The median evaluation was the same for both groups. The study indicated that self-evaluation is beneficial to faculty, and that student evaluation of teaching effectiveness is a valid process worthy of faculty confidence. (Author/JAG)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01