Dale C. Brandenburg

Student ratings of instruction: Validity and normative interpretations

Using 3,355 class section means, the relationship between six predictor variables and student ratings of instruction (CEQ) was investigated by computing the intercorrelation matrix among all variables and by performing several regression analyses. Results of the study indicated that all linear interactions were negligible and that more than one-fourth of the criterion variance was shared with all the predictor variables. Two predictor variables, expected grade and required-elective, provided extremely large contributions to the prediction of the criterion measure, however. Implications of the validity results with respect to normative data and thus to the administrative use of the ratings were illustrated.

Following Student Ratings over Time with a Catalog-Based System.

First, the longitudinal nature of student ratings of instructors has not received deserved emphasis from researchers. Second, the use of item banks for designing student rating questionnaires, especially for instructor feedback, has needed attention. These two factors are investigated in this study, which tracks 304 instructors over a four semester period. It was found that the type of questionnaire generated from the item bank led to statistically significant differences among designated groups. The longitudinal analysis, however, indicated only minor improvement over time, regardless of whether or not an instructor chose to use items yielding specific feedback on the instructional components of a course. Additionally, although main effect differences were noted between teaching assistants and regular faculty, other results were very similar.

Approximating Standardized Achievement Test Norms with a Theoretical Model.

This study was undertaken to answer the following research question: Can standardized achievement test norms be better estimated with a theoretical probability model other than the negative hypergeometric model? Ninety norms distributions from two standardized achievement test batteries (ITBS and ITED) were fitted by six models. The results strongly supported the Pearson Type I model (four moments) as the best-fitting curve. It was concluded that this Type I model could provide a viable alternative to the negative hypergeometric model for use in approximating distributions when moment estimates are obtained from multiple matrix sampling or item sampling procedures.

The instructor self-evaluation form: Development and validation of an ipsative forced-choice measure of self-perceived faculty performance

An ipsative forced-choice college faculty self-evaluation questionnaire was developed. The instrument was validated by comparing self-evaluation scores to student rating scores and by comparing “superior” and “nonsuperior” instructors on the basis of student ratings. Both analyses yielded positive, but modest, indications of validity. Implications are discussed relative to the questionnaires utility in faculty development activities.

Faculty Ratings as a Measure of Departmental and Administrator Quality.

This study examined the usefulness of faculty ratings as a measure of departmental quality. Two hundred and thirty-three faculty members from six departments responded to two questionnaires relating to the department—the Department Evaluation Survey (DES)—and to the department head—the Administrator Evaluation Survey (AES). A factor analysis of the DES revealed three underlying dimensions: Satisfaction with the Departments Academic Environment, Satisfaction with the Departments Governance and Operating Procedures, and Satisfaction with Student Quality. The factor analysis of the AES identified only one underlying dimension. Both the DES and AES were found to be highly reliable and effective in discriminating among departments. Very high positive correlations were also found between selacted DES and AES items suggesting that the performance of the head plays a very important role in faculty perceptions of the departments, and vice versa. Faculty ratings would appear to be a useful initial criterion in evaluating a department or head.

Selection of course evaluation items by high and low rated faculty of varying academic rank

The intent of the study was to identify attitudinal and behavioral instructor characteristics considered important by instructors selecting Cafeteria evaluation items. Also investigated were item selection differences between instructors rated as above and below average by their students and between instructors of varying academic rank. Item-content selection differences were reported for high and low rated faculty and for faculty of varying academic rank.

The Use of Multiple Matrix Sampling to Approximate Norms Distributions: An Empirical Comparison of two Models:

ABSTRACT Multiple matrix sampling (MMS) procedures were utilized to determine the necessary parameters of a Pearson Type I curve. Empirical norms distributions were approximated by both the Type I model and the negative hypergeometric model. Four existing ITED norms distributions, two subtests and two grades, were approximated by the MMS procedures. Two sampling designs for each test-grade combination were studied. Comparison of approximations obtained for the Type I curve and the negative hypergeometric curve supported the use of the Type I curve for determining test score distributions of large populations. (Author) 0