A Criterion-Referenced Approach to Student Ratings of Instruction

Autor/inn/en	Meyer, J. Patrick; Doromal, Justin B.; Wei, Xiaoxin; Zhu, Shi
Titel	A Criterion-Referenced Approach to Student Ratings of Instruction
Quelle	In: Research in Higher Education, 58 (2017) 5, S.545-567 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meyer, J. Patrick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-016-9437-8
Schlagwörter	Criterion Referenced Tests; Student Evaluation of Teacher Performance; Instructional Effectiveness; Course Evaluation; Formative Evaluation; Item Response Theory; Teacher Characteristics; Rating Scales; Evaluation Methods; Predictor Variables; Instructional Improvement; Data Interpretation; Scores; Gender Differences + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Item-Response-Theorie; Rating-Skala; Prädiktor; Unterrichtsqualität; Data evaluation; Datenauswertung; Geschlechterkonflikt
Abstract	We developed a criterion-referenced student rating of instruction (SRI) to facilitate formative assessment of teaching. It involves four dimensions of teaching quality that are grounded in current instructional design principles: Organization and structure, Assessment and feedback, Personal interactions, and Academic rigor. Using item response theory and Wright mapping methods, we describe teaching characteristics at various points along the latent continuum for each scale. These maps enable criterion-referenced score interpretation by making an explicit connection between test performance and the theoretical framework. We explain the way our Wright maps can be used to enhance an instructor's ability to interpret scores and identify ways to refine teaching. Although our work is aimed at improving score interpretation, a criterion-referenced test is not immune to factors that may bias test scores. The literature on SRIs is filled with research on factors unrelated to teaching that may bias scores. Therefore, we also used multilevel models to evaluate the extent to which student and course characteristic may affect scores and compromise score interpretation. Results indicated that student anger and the interaction between student gender and instructor gender are significant effects that account for a small amount of variance in SRI scores. All things considered, our criterion-referenced approach to SRIs is a viable way to describe teaching quality and help instructors refine pedagogy and facilitate course development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01