Generalizability of multidimensional student ratings of university instruction across courses and teachers

Research in Higher Education

Volumn 42, Issue 4, 2001, Pages 377-399

  Rindermann, Heiner ^a   Schofield, Neville ^b  

^a OTTO VON GUERICKE UNIVERSITY   (Germany)

^b UNIVERSITY OF NEWCASTLE   (Australia)

Author keywords

Generalizability; Higher education; Intraclass correlation; Multifactorial model of teaching quality; Student evaluation of instruction

Indexed keywords

EID: 0035429602     PISSN: 03610365     EISSN: None     Source Type: Journal    
DOI: 10.1023/A:1011050724796     Document Type: Article

References (47)

1. Asendorpf, J., and Wallbott, H. G. (1979). Maße der Beobachterübereinstimmung: ein systematischer Vergleich [Measures of observer agreement: a systematic comparison]. Zeitschrift für Sozialpsychologie 10: 243-252.
2. Bausell, R., Schwartz, S., and Purohit, A. (1975). An examination of the conditions under which various student rating parameters replicate across time. Journal of Educational Measurement 12: 273-280.
3. Biggs, J. B. (1990). Asian students' approaches to learning: implications for teaching overseas students. Keynote discussion paper. Proceedings of the 8th Australasian Tertiary Learning Skills and Language Conference (pp. 1-51). Brisbane: Q.U.T.
4. Bortz, J., and Döring, N. (1995). Forschungsmethoden und Evaluation [Research methods and evaluation]. Berlin: Springer.
5. Bortz, J., Lienert, G. A., and Boehnke, K. (1990). Verteilungsfreie Methoden in der Biostatistik [Distribution-free methods in biostatistics]. Berlin: Springer.
6. Cashin, W. E. (1990). Student ratings of teaching: recommendations for use. Manhattan, KS: Center for Faculty Evaluation and Development (IDEA No. 22).
7. Cashin, W. E. (1996). Developing an effective faculty evaluation system. Manhattan, KS: Center for Faculty Evaluation and Development (IDEA No. 33).
8. Cronbach, L. J., Gleser, G. C., Nanda, H., and Rajaratnam, N. (1972). The Dependability of Behavioral Measurements: Theory of Generalizability for Scores and Profiles. New York: John Wiley.
9. Cruickshank, D. R., and Kennedy, J. J. (1986). Teacher clarity. Teaching & Teacher Education 2: 43-67.
10. Daniel, H.-D. (1996). Evaluierung der universitären Lehre durch Studenten und Absolventen [Evaluation of university teaching through students and graduates]. Zeitschrift für Sozialisationsforschung und Erziehungssoziologie 16: 149-164.
11. Dunkin, M. J., and Barnes, J. (1986). Research on teaching in higher education. In M. C. Wittrock (ed.), Handbook of research on teaching, pp. 754-777. New York: Macmillan.
12. Emmer, E. T., Evertson, C. M., and Brophy, J. E. (1979). Stability of teacher effects in junior high classrooms. American Educational Research Journal 16: 71-75.
13. Feger, H. (1992). Vergleichende bewertung von lehrveranstaltungen - anmerkungen zur methodik [Comparative evaluation of courses - notation to methods used]. In D. Grühn and H. Gattwinkel (ed.), Evaluation von Lehrveranstaltungen. Überfrachtung eines sinnvollen Instrumentes? [Evaluation of courses. The overloading of a meaningful instrument?], pp. 127-142. Berlin: FU-Dokumentationsreihe.
14. Feldman, K. A. (1977). Consistency and variability among college students in rating their teachers and courses: a review and analysis. Research in Higher Education 6: 223-274.
15. Feldman, K. A. (1978). Course characteristics and college students' ratings of their teachers: What we know and what we don't. Research in Higher Education 9: 199-242.
16. Frey, P. W. (1978). A two-dimensional analysis of student ratings of instruction. Research in Higher Education 9: 69-91.
17. Gillmore, G. M. (1977). How large is the course effect? A note on Romney's course effect vs. teacher effect on students' ratings of teacher competence. Research in Higher Education 7: 187-189.
18. Gillmore, G. M., Kane, M. T., and Naccarato, R. W. (1978). The generalizability of student ratings of instruction: estimation of the teacher and course components. Journal of Educational Measurement 15: 1-13.
19. Greenwald, A. G. (1997). Validity concerns and usefulness of student ratings of instruction. American Psychologist 52: 1182-1186.
20. Hage, N. el (1996). Lehrevaluation und studentische Veranstaltungskritik [Teaching evaluation and students' course criticism]. Bonn: Bundesministerium für Bildung, Wissenschaft, Forschung, und Technologie.
21. Hanges, P. J., Schneider, B., and Niles, K. (1990). Stability of performance: an interactionist perspective. Journal of Applied Psychology 75: 658-667.
22. Hogan, T. P. (1973). Similarity of student ratings across instructors, courses, and time. Research in Higher Education 1: 149-154.
23. Holloway, S. D. (1988). Concepts of ability and effort in Japan and the United States. Review of Educational Research 58: 327-345.
24. Kane, M. T., Gillmore, G. M., and Crooks, T. J. (1976). Student evaluations of teaching: the generalizability of class means. Journal of Educational Measurement 13(3): 171-183.
25. Lienert, G. A., and Raatz, U. (1994). Testaufbau und Testanalyse [Test construction and test analysis]. Weinheim: Beltz.
26. Marsh, H. W. (1982). The use of path analysis to estimate teacher and course effects in student ratings of instructional effectiveness. Applied Psychological Measurement 6: 47-60.
27. Marsh, H. W. (1983). Multidimensional ratings of teaching effectiveness by students from different academic settings and their relation to student/course/instructor characteristics. Journal of Educational Psychology 75: 150-166.
28. Marsh, H. W., and Bailey, H. W. (1993). Multidimensional students' evaluations of teaching effectiveness: A profile analysis. Journal of Higher Education 64: 1-18.
29. Marsh, H. W., and Roche, L. A. (1997). Making students' evaluations of teaching effectiveness effective. American Psychologist 52: 1187-1197.
30. McKeachie, W. J. (1997). Student ratings. American Psychologist 52: 1218-1225.
31. Meredith, G. M. (1975). Structure of student-based evaluation ratings. Journal of Psychology 91: 3-9.
32. Murray, H. G., Rushton, J. Rh., and Paunonen, S. V. (1990). Teacher personality traits and student instructional ratings in six types of university courses. Journal of Educational Psychology 82: 250-261.
33. Preißer, R. (1993). Abschlußbericht zur ersten Phase des Studienreformprojekts "Evaluation der Lehre" an der Technischen Universität Berlin [Final report on the first phase of the educational reform project "Evaluation of Teaching" at the Technological University Berlin], Berlin: TU-Bericht.
34. Rindermann, H. (1996a). Untersuchungen zur Brauchbarkeit studentischer Lehrevaluationen [Investigation into the usefulness of student course evaluations]. Landau: Empirische Pädagogik.
35. Rindermann, H. (1996b). Zur Qualität studentischer Lehrveranstaltungsevaluationen: Eine Antwort auf Kritik an der Lehrevaluation [Quality of student course evaluations: An answer to criticism of the teaching evaluations], Zeitschrift für Pädagogische Psychologie 10: 129-145.
36. Rindermann, H. (1997). Die studentische Beurteilung von Lehrveranstaltungen: Forschungsstand und Implikationen für den Einsatz von Lehrevaluationen [The student judgement of courses: The state of the current research and implications for the use of teaching evaluations]. Tests und Trends (Jahrbuch der Pädagogischen Diagnostik 11), pp. 12-53. Weinheim: Beltz.
37. Rindermann, H. (1998). Übereinstimmung und Divergenz bei der studentischen Beurteilung von Lehrveranstaltungen: Methoden zu ihrer Berechnung und Konsequenzen für die Lehrevaluation [Agreement and divergence in the student judgement of courses. Methods of computation and consequences for teaching evaluation]. Zeitschrift für Differentielle und Diagnostische Psychologie 19: 73-92.
38. Rindermann, H. (1999). Bedingungs-und Effektvariablen in der Lehrevaluationsforschung [Concept and examination of the Munich multifactored model of course quality]. Unterrichtswissenschaft 27: 357-380.
39. Rindermann, H., and Amelang, M. (1994). Das Heidelberger Inventar zur Lehrveranstaltungs-Evaluation (HILVE). Handanweisung [The Heidelberg Inventory on Teaching Evaluation]. Heidelberg: Asanger.
40. Romney, D. (1976). Course effect vs. teacher effect on students' ratings of teaching competence. Research in Higher Education 5: 345-350.
41. Rosenthal, R. (1987). Judgment Studies. Design, Analysis, and Meta-Analysis. Cambridge: Cambridge University Press.
42. Rosenthal, R. (1991). Some indices of the reliability of peer review. Behavioral and Brain Sciences 14: 160-161.
43. Seiler, L. H., Weybright, L. D., and Stang, D. J. (1977). How useful are published evaluations ratings to students selecting courses and instructors? Teaching of Psychology 4: 174-177.
44. Shavelson, R., and Russo, N. A. (1977). Generalizability of measures of teacher effectiveness. Educational Research 19: 171-183.
45. Shrout, P. E., and Fleiss, J. L. (1979). Intraclass correlations: uses in assessing rater reliability. Psychological Bulletin 86: 420-428.
46. Sullwold, F. (1992). Welche Realität wird bei der Beurteilung von Hochschullehrern durch Studierende erfaßt? [What reality is expressed through the judgement of university instructors by students?] Mitteilungen des Hochschulverbandes 40: 34-35.
47. Terry, R. L., and McIntosh, D. E. (1988). Do students' expectancies affect their course evaluations? Educational and Psychological Measurement 48: 787-798.