Student Ratings: Validity, Utility, and Controversy

This chapter reviews the conclusions on which most experts agree, cites some of the main sources of support for these conclusions, and discusses some dissenting opinions and the research support for those opinions.

[1]  A. Greenwald,et al.  Grading leniency is a removable contaminant of student ratings. , 1997, The American psychologist.

[2]  H. Marsh,et al.  Making students' evaluations of teaching effectiveness effective: The critical issues of validity, bias, and utility. , 1997 .

[3]  P. Abrami,et al.  Navigating student ratings of instruction. , 1997 .

[4]  W. McKeachie Student ratings: The validity of use. , 1997 .

[5]  Wendy M. Williams,et al.  “How'm I Doing?” Problems with Student Ratings of Instructors and Courses , 1997 .

[6]  N. Ambady,et al.  Half a minute: Predicting teacher evaluations from thin slices of nonverbal behavior and physical attractiveness. , 1993 .

[7]  Kenneth A. Feldman,et al.  The association between student ratings of specific instructional dimensions and student achievement: Refining and extending the synthesis of data from multisection validity studies , 1989 .

[8]  Kenneth A. Feldman,et al.  Instructional effectiveness of college teachers as judged by teachers themselves, current and former students, colleagues, administrators, and external (neutral) observers , 1989 .

[9]  H. Marsh Students’ Evaluations of University Teaching: Dimensionality, Reliability, Validity, Potential Biases and Usefulness , 1984 .

[10]  L. McCallum A meta-analysis of course evaluation data and its use in the tenure decision , 1984 .

[11]  H. G. Murray,et al.  Low-inference classroom teaching behaviors and student ratings of college teaching effectiveness. , 1983 .

[12]  Philip C. Abrami,et al.  Educational Seduction , 1982 .

[13]  P. A. Cohen Validity of Student Ratings in Psychology Courses: A Research Synthesis , 1982 .

[14]  J. Ware,et al.  Effects of expressiveness, content coverage, and incentive on multidimensional student rating scales: new interpretations of the Dr. Fox effect , 1982 .

[15]  P. A. Cohen Student Ratings of Instruction and Student Achievement: A Meta-analysis of Multisection Validity Studies , 1981 .

[16]  Larry A. Braskamp,et al.  Student Written Comments: Dimensions of Instructional Quality. , 1981 .

[17]  Peter A. Cohen,et al.  Effectiveness of student-rating feedback for improving college instruction: A meta-analysis of findings , 1980 .

[18]  Herbert W. Marsh,et al.  Students' Evaluations of Instruction: A Longitudinal Study of Their Stability. , 1980 .

[19]  L. Braskamp,et al.  Congruency of Student Evaluation Information Collected by Three Methods. , 1980 .

[20]  Herbert W. Marsh,et al.  Midterm feedback from students: Its relationship to instructional improvement and students' cognitive and affective outcomes. , 1979 .

[21]  Herbert W. Marsh,et al.  Validity and Usefulness of Student Evaluations of Instructional Quality. , 1975 .

[22]  James A. Kulik,et al.  7: The Evaluation of Teachers in Higher Education , 1975 .

[23]  J E Ware,et al.  The Doctor Fox Lecture: a paradigm of educational seduction. , 1973, Journal of medical education.

[24]  B. Rodin,et al.  Student evaluations of teachers. , 1972, Science.

[25]  W. Greenough,et al.  Student Ratings of College Teaching: Reliability, Validity, and Usefulness , 1971 .

[26]  Liu Zheng-de Evaluation of Teachers in Higher Education , 2001 .

[27]  K. Feldman An afterword for “the association between student ratings of specific instructional dimensions and student achievement: Refining and extending the synthesis of data from multisection validity studies” , 1990 .

[28]  K. Doyle Student evaluation of instruction , 1972 .