A common criticism of student ratings of instruction is that they are affected by the personal style of the instructor rather than an instructor's ability to convey instructional material. It was found that instructor expressiveness had a substanial impact on student ratings but a small impact on student achievement. (Author/PN)

Student ratings of instruction measure general instructional skill, give a composite of delivering instruction, facilitate interactions, and evaluate student learning. A meta-analysis of the multisection validity studies indicates student ratings are moderately valid, but affected by administrative, instructor, and course characteristics. (MMU)

The relationship between student/teacher attitude similarity and teacher rating form (TRF) scores is examined. Students (N=345) completed a 24-item attitude scale, once for themselves and once for their instructors, and a 28-item TRF. Attitude similarity is of minimum importance when evaluations are used to make gross distinctions among…

The relationship between course ratings, student achievement, and the perceived attitude similarity of students and their instructors were explored with 645 students enrolled in 41 courses taught at English-language institutions in Montreal, Quebec. These institutions provide instruction intermediate between secondary school and the university.…

Limitations of the confirmatory factor analysis conducted by H. W. Marsh to demonstrate the multidimensionality of a rating form to assess student evaluation of teaching effectiveness are discussed. A secondary analysis suggests that dimensionality is not stable across solutions and a global factor can be retrieved. (SLD)

The relationship between student/teacher attitude similarity and teacher evaluations was studied in a group of 222 students who completed a 24-item attitude scale, once for themselves and once for their instructors, and a 28-item teacher rating form (TRF). A significant, moderate-sized correlation between assumed similarity and TRF scores for…

Primary research on student ratings of instruction is reviewed, and questions about the validity of such ratings as measures of teacher effectiveness are explored using nomological coding of 43 validity studies to examine causes of variability in coefficients of validity. Deficiencies of prior analyses and research needs are identified. (SLD)