scholarly journals Student Ratings of Teaching Effectiveness: Student Engagement and Course Characteristics

2010 ◽  
Vol 39 (1) ◽  
Author(s):  
Tanya Beran ◽  
Claudio Violato
Keyword(s):  
Student Engagement ◽  
Latent Variable ◽  
Teaching Effectiveness ◽  
Student Ratings ◽  
Path Model ◽  
Course Characteristics ◽  
Student Ratings Of Instruction ◽  
Fit Index ◽  
Student Ratings Of Teaching ◽  
Latent Variable Path

Characteristics of university courses and student engagement were examined in relation to student ratings of instruction. The Universal Student Ratings of Instruction instrument was administered to students at the end of every course at a major Canadian university over a three-year period. Using a two-step analytic procedure, a latent variable path model was created. The model showed a moderate fit to the data (Comparative Fit Index = .88), converged in _0 iterations, with a standardized residual mean error of .03, χ2 (_49) = _988.59, p < .05. The model indicated that course characteristics such as status and description are not directly related to student ratings. Rather, they are mediated by student engagement, which is measured by student attendance and expected grade. It was concluded that, although the model is statistically adequate, many other factors determine how students rate their instructors.  

A path analysis of factors often found to be related to student ratings of teaching effectiveness

1979 ◽  
Vol 11 (2) ◽  
pp. 111-123 ◽  
Author(s):  
Stephen A. Stumpf ◽  
Richard D. Freedman ◽  
Joseph C. Aguanno
Keyword(s):  
Path Analysis ◽  
Teaching Effectiveness ◽  
Student Ratings ◽  
Student Ratings Of Teaching

Student Ratings of Instruction and Student Achievement: A Meta-analysis of Multisection Validity Studies

1981 ◽  
Vol 51 (3) ◽  
pp. 281-309 ◽  
Author(s):  
Peter A. Cohen
Keyword(s):  
Student Achievement ◽  
Teaching Effectiveness ◽  
Meta Analysis ◽  
Strong Support ◽  
Student Ratings ◽  
Full Time ◽  
Average Correlation ◽  
Student Ratings Of Instruction ◽  
Validity Studies ◽  
The Relationship

The present study used meta-analytic methodology to synthesize research on the relationship between student ratings of instruction and student achievement. The data for the meta-analysis came from 41 independent validity studies reporting on 68 separate multisection courses relating student ratings to student achievement. The average correlation between an overall instructor rating and student achievement was .43; the average correlation between an overall course rating and student achievement was .47. While large effect sizes were also found for more specific rating dimensions such as Skill and Structure, other dimensions showed more modest relationships with student achievement. A hierarchical multiple regression analysis showed that rating/achievement correlations were larger for full-time faculty when students knew their final grades before rating instructors and when an external evaluator graded students’ achievement tests. The results of the meta-analysis provide strong support for the validity of student ratings as measures of teaching effectiveness.

Beyond Student Ratings: Peer Observation of Classroom and Clinical Teaching

2004 ◽  
Vol 1 (1) ◽  
Author(s):  
Ronald A Berk ◽  
Phyllis L Naumann ◽  
Susan E Appling
Keyword(s):  
Teaching Effectiveness ◽  
Clinical Teaching ◽  
Interobserver Reliability ◽  
Student Ratings ◽  
Peer Observation ◽  
School Of Nursing ◽  
Observation Scale ◽  
Teaching Portfolio ◽  
Schools Of Nursing ◽  
Student Ratings Of Teaching

Peer observation of classroom and clinical teaching has received increased attention over the past decade in schools of nursing to augment student ratings of teaching effectiveness. One essential ingredient is the scale used to evaluate performance. A five-step systematic procedure for adapting, writing, and building any peer observation scale is described. The differences between the development of a classroom observation scale and an appraisal scale to observe clinical instructors are examined. Psychometric issues peculiar to observation scales are discussed in terms of content validity, eight types of response bias, and interobserver reliability. The applications of the scales in one school of nursing as part of the triangulation of methods with student ratings and the teaching portfolio are illustrated. Copies of the scales are also provided.

Student ratings of teaching effectiveness: What the research reveals

1984 ◽  
Vol 2 (2) ◽  
pp. 5-30 ◽  
Author(s):  
Penny Wright ◽  
Ray Whittington ◽  
G.E. Whittenburg
Keyword(s):  
Teaching Effectiveness ◽  
Student Ratings ◽  
Student Ratings Of Teaching

scholarly journals Children at Risk for Academic Failure: A Model of Individual and Family Factors

2009 ◽  
Vol 19 (2) ◽  
Author(s):  
Laura Quilliams ◽  
Tanya Beran
Keyword(s):  
At Risk ◽  
Academic Success ◽  
Latent Variable ◽  
Academic Motivation ◽  
Academic Failure ◽  
Path Model ◽  
Family Risk Factors ◽  
Children At Risk ◽  
Family Risk ◽  
Fit Index

The purpose of this study was to identify individual and family risk factors that may explain why some students are at risk for academic failure. Students’ self-concept, academic motivation, and their parents’ involvement in education were reported by both students and teachers. A latent variable path model fit the data well (Comparative Fit Index = .92) and converged in eleven iterations, with a standardized residual mean error of .03, χ(9) = 41.23, p < .001. The model indi-cates that students with low parental involvement in their education may exhibit a low sense of competence and motivation towards learning, and achieve minim-al academic success. Results of the present study are discussed in accordance with Eccles’ (1994) achievement theories, which help identify children at-risk for academic failure.

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