ERIC Number: ED096341
Record Type: Non-Journal
Publication Date: 1974-May-15
Reference Count: N/A
An Analysis of the Teacher Evaluation Process. Final Report.
Levinthal, Charles F.
In a single questionnaire, students reported their ideal frequency of occurrence (I-scores) for common teaching behaviors, the observed frequency of occurrence (0-scores), their evaluation of an "outstanding" to "poor" scale for each behavior expressed as a teaching attribute (E-score), and their overall evaluation of the instructor. A discrepancy score (D-score) was computed for each student as the absolute difference between the I-score and 0-score for each behavior. The data showed that I-score responses were variable among student respondents, but that the distribution of I-scores did not substantially vary with respect to either course content, course level, sex of student, anticipated grade, or overall evaluation of the teacher. The discrepancy hypothesis would predict significant D-score vs. E-score correlations in the overall population and also for each I-score subpopulation (defined by their I-score response toward a given behavior). Correlations were significant for only those having an I-score at an extreme end of the frequency scale, suggesting that a strict discrepancy process is not being used by all student raters. Alternative hypotheses are discussed. (Author)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: N/A