Does the Relationship between Student Ratings of Course Easiness and Course Quality Vary across Schools? The Role of School Academic Rankings

Autor/in	Bowling, Nathan A.
Titel	Does the Relationship between Student Ratings of Course Easiness and Course Quality Vary across Schools? The Role of School Academic Rankings
Quelle	In: Assessment & Evaluation in Higher Education, 33 (2008) 4, S.455-464 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
Schlagwörter	Student Evaluation of Teacher Performance; Correlation; Robustness (Statistics); Item Analysis; Educational Quality; Course Evaluation; Course Content; Difficulty Level; Role Perception; Classification; Accreditation (Institutions); Institutional Evaluation; Reputation; Predictor Variables + Suchen Sie Ihr Suchwort? Korrelation; Widerstandsfähigkeit; Itemanalyse; Quality of education; Bildungsqualität; Kursprogramm; Schwierigkeitsgrad; Role conception; Rollenverständnis; Classification system; Klassifikation; Klassifikationssystem; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Prädiktor
Abstract	Student ratings of teaching effectiveness are widely used to make judgments of faculty teaching performance. Research, however, has found that such ratings may not be accurate indicators of teaching performance because they are contaminated by course easiness. Using student ratings of 9855 professors employed at 79 different colleges and universities, the author hypothesized and found that the relationship between perceived course easiness and perceived course quality was moderated by school academic rankings. More specifically, easiness ratings were more strongly correlated with quality ratings among low-ranked schools than among high-ranked schools. Furthermore, the easiness-quality relationship was slightly stronger among public schools than among private schools. The article concludes by discussing the practical implications of these findings. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10