Navigating Student Ratings of Instruction

Many colleges and universities have adopted the use of student ratings of instruction as one (often the most influential) measure of instructional effectiveness. In this article, the authors present evidence that although effective instruction may be multidimensional, student ratings of instruction...

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Bibliographic Details
Published in:The American psychologist 1997-11, Vol.52 (11), p.1198-1208
Main Authors: d'Apollonia, Sylvia, Abrami, Philip C
Format: Article
Language:English
Subjects:
College students
Convergent Validation
Educational Program Evaluation
Evaluation
Factors
Higher Education
Human
Meta Analysis
Opinion
Psychology
Quality standards
Rating
Ratings
Ratings & rankings
Student Evaluation of Teacher Performance
Students
Systematic review
Teacher Characteristics
Teacher Effectiveness
Teacher Effectiveness Evaluation
Teacher Evaluation
Teaching
Test Validity
U.S.A
Undergraduate students
Validity
Citations: Items that cite this one
Online Access:Get full text
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Description
Summary:Many colleges and universities have adopted the use of student ratings of instruction as one (often the most influential) measure of instructional effectiveness. In this article, the authors present evidence that although effective instruction may be multidimensional, student ratings of instruction measure general instructional skill, which is a composite of three subskills: delivering instruction, facilitating interactions, and evaluating student learning. The authors subsequently report the results of a meta-analysis of the multisection validity studies that indicate that student ratings are moderately valid; however, administrative, instructor, and course characteristics influence student ratings of instruction.
ISSN:0003-066X
1935-990X
DOI:10.1037/0003-066X.52.11.1198