The detection and correction of bias in student ratings of instruction.

Autor/inn/en	Haladyna, Thomas; Hess, Robert K.
Titel	The detection and correction of bias in student ratings of instruction.
Quelle	In: Research in higher education, (1994) 6, S.669-687Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/BF02497081
Schlagwörter	Educational Psychology; Item Response Theory; Student Rating; Item Difficulty; American Educational Research Association
Abstract	Abstract With the use of surveys of instructional effectiveness that use Likert rating scales, bias is a potential threat to the validity of interpretations. Simple summation of ratings or the use of larger samples are not methods for removing bias. In this study, a new model for scaling ratings is examined. The method both identifies and corrects for bias. Working with a database of student ratings of college instruction, the model was tested in terms of a variety of criteria. Results indicated that bias was detected and that it was large enough to warrant our concern. The statistical corrections were significant both in terms of order and magnitude of class means. Implications for future studies include the specification of more potential sources of bias, the interaction of some of these factors, and the development of more systematic evidence supporting the need to be attentive to bias. The many-faceted Rasch model used in this study needs more evaluation before we are convinced of its utility to study and correct for bias, but preliminary evidence is encouraging. Recommendations were offered for a theoretical rationale for studying bias in student ratings of instructional effectiveness and a program of research leading to the use of this model for reporting results for use in improving instruction and for promotion, tenure, and merit decisions.
Erfasst von	OLC
Update	2023/2/05