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| Autor/inn/en | Albanese, Mark A.; und weitere |
|---|---|
| Titel | An Observational Study of the Lecture Delivery Style Characteristics of High and Low Rated Lectures. |
| Quelle | (1986), (19 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Analysis of Variance; Behavior Rating Scales; Higher Education; Interrater Reliability; Lecture Method; Lesson Observation Criteria; Medical School Faculty; Student Evaluation of Teacher Performance; Summative Evaluation; Teacher Effectiveness; Test Reliability |
| Abstract | This study identifies distinguishing differences in lecture delivery styles of lecturers rated by students in a large multi-instructor course: the Introduction to Clinical Medicine Course (ICM). The 20 lowest- and highest-rated lecturers of the 1982 and 1983 ICM courses served as the target group. Non-student raters observing the 1984 lectures completed the 49-item 6-option Lecture Characteristics Scale (LCS). The reliability of consensus ratings was greater than .70, indicating sufficient reliability to be used in subsequent analyses. To examine the relationship of student ratings of lecturers to observer LCS scores, t tests were completed for LCS subscores between the high and low rated lectures. For all six LCS subscores, statistically significant differences between the high and low lecturers were obtained. Out of 49 LCS items, 31 showed differences in means between the low and high groups that were statistically significant. Conclusions were: (1) student ratings of the most and least positively rated lectures showed a fair amount of stability across the three years studied; (2) independent observers were able to discriminate between lectures which students rated the highest and lowest; and (3) characteristics that discriminated the most effectively between the high and low rated lectures were the qualities associated with introduction/organization and student involvement. (Author/PN) |
| Anmerkungen | Office of Consultation and Research in Medical Education, College of Medicine, University of Iowa, Iowa City, IA 52242. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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