NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ865000
Record Type: Journal
Publication Date: 2009-Jun
Pages: 15
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-0729-4360
Investigating Substantive and Consequential Validity of Student Ratings of Instruction
El Hassan, Karma
Higher Education Research and Development, v28 n3 p319-333 Jun 2009
This study aimed at exploring faculty and student perspectives on student evaluations, as well as identifying their perceptions of the usefulness and appropriateness of the ratings for evaluating teaching effectiveness. More specifically, the study aimed at identifying the consequences, both intended and unintended, of using the evaluations, in addition to better understanding the process students used in responding to evaluations and what use faculty members made of them. Two surveys were developed and placed on the website of the Office of Institutional Research and Assessment. Emails were sent to all students and faculty participating in evaluations soliciting their cooperation and requesting their input. Faculty and student perceptions were compared qualitatively and statistically. Results revealed that students and faculty believe in the effectiveness and usefulness of the system with the need to overcome some negative consequences and biases inherent in its application at the University. Recommendations for system improvement are provided. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A