Instructors' perspectives on the utility of student ratings of instruction

被引：42

作者：

Beran, Tanya N. ^{[1
]}

Rokosh, Jennifer L. ^{[1
]}

机构：

[1] Univ Calgary, Div Appl Psychol, Calgary, AB T2N 1N4, Canada

来源：

INSTRUCTIONAL SCIENCE | 2009年 / 37卷 / 02期

关键词：

Student evaluation; Student ratings; Teaching instruction; MULTISECTION VALIDITY; ACHIEVEMENT;

D O I：

10.1007/s11251-007-9045-2

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study investigates instructors' attitudes about student ratings of instruction. The sample consisted of 357 instructors at a major Canadian university, where student evaluation is carried out in all courses at the end of each term. Instructors tend to agree that the student rating practice is an acceptable means of assessing institutional integrity, and is useful to administrators in making summative decisions. However, they consider the student evaluations only marginally valuable in their impact on enhancing instruction. Implications for the development of student ratings are discussed.

引用

页码：171 / 184

页数：14

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