https://files.eric.ed.gov/fulltext/ED338629.pdf

Students' evaluations of University teaching: Research findings, methodological issues, and directions for future research

Students' evaluations of university teaching: Dimensionality, reliability, validity, potential baises, and utility.

The accuracy of strangers' consensual judgments of personality based on "thin slices" of targets' nonverbal behavior were examined in relation to an ecologically valid criterion variable. In the 1st study, consensual judgments of college teachers' molar nonverbal behavior based on very brief (under 30 s) silent video clips significantly predicted global end-of-semester student evaluations of teachers. In the 2nd study, similar judgments predicted a principal's ratings of high school teachers. In the 3rd study, ratings of even thinner slices (6-s and 15-s clips) were strongly related to the criterion variables. Ratings of specific micrononverbal behaviors and ratings of teachers' physical attractiveness were not as strongly related to the criterion variable. These findings have important implications for the areas of personality judgment, impression formation, and nonverbal behavior. The ability to form impressions of others is a critical human skill. "This remarkable capacity we possess to understand something of the character of another person, to form a conception of him as a human being. . . with particular characteristics forming a distinct individuality is a precondition of social life" (Asch, 1946, p. 258). In the present article, we show that this capacity is even more remarkable than Asch suggested: Our consensual impressions of others, even when based on very brief observations of nonverbal behavior, can sometimes be unexpectedly accurate. Kruglanski (1989) outlined the following definitions of the construct of accuracy in personality and social psychological research: (a) the degree of correspondence between a judgment and a criterion (the most popular definition in psychological research), (b) interpersonal consensus, and (c) a construct possessing pragmatic utility. Much of the recent research on impression formation and personality judgment has been focused on the second definition regarding interpersonal consensus among individuals in their judgments regarding the personality traits of others. This research has revealed three quite surprising findings regarding strangers' judgments of others. First, people can concur remarkably in some of their judgments of complete strangers, thus exhibiting high consensual accuracy (Albright, Kenny, & Malloy, 1988; Kenny, Homer, Kashy, & Chu, 1992; Paunonen, 1991). Second, these judgments can be

/pdf/half-a-minute-predicting-teacher-evaluations-from-thin-2kklc545fp.pdf

Half a minute: Predicting teacher evaluations from thin slices of nonverbal behavior and physical attractiveness.

This article reviews research indicating that, under appropriate conditions, students' evaluations of teaching (SETs) are (a) multidimensional; (b) reliable and stable; (c) primarily a function of the instructor who teaches a course rather than the course that is taught; (d) relatively valid against a variety of indicators of effective teaching; (e) relatively unaffected by a variety of variables hypothesized as potential biases (e.g., grading leniency, class size, workload, prior subject interest); and (f) useful in improving teaching effectiveness when SETS are coupled with appropriate consultation. The authors recommend rejecting a narrow criterion-related approach to validity and adopting a broad construct-validation approach, recognizing that effective teaching and SETs that reflect teaching effectiveness are multidimensional; no single criterion of effective teaching is sufficient; and tentative interpretations of relations with validity criteria and potential biases should be evaluated critically in different contexts, in relation to multiple criteria of effective teaching, theory, and existing knowledge.

/pdf/making-students-evaluations-of-teaching-effectiveness-1gsze1e37x.pdf

Making students' evaluations of teaching effectiveness effective: The critical issues of validity, bias, and utility.

The present study used meta-analytic methodology to synthesize research on the relationship between student ratings of instruction and student achievement. The data for the meta-analysis came from 41 independent validity studies reporting on 68 separate multisection courses relating student ratings to student achievement. The average correlation between an overall instructor rating and student achievement was .43; the average correlation between an overall course rating and student achievement was .47. While large effect sizes were also found for more specific rating dimensions such as Skill and Structure, other dimensions showed more modest relationships with student achievement. A hierarchical multiple regression analysis showed that rating/achievement correlations were larger for full-time faculty when students knew their final grades before rating instructors and when an external evaluator graded students’ achievement tests. The results of the meta-analysis provide strong support for the validity of s...

Student Ratings of Instruction and Student Achievement: A Meta-analysis of Multisection Validity Studies:

Directional decisions for two-tailed tests: Power, error rates, and sample size.

Educational Seduction: The Effect of Instructor Expressiveness and Lecture Content on Student Ratings and Achievement.

https://psycnet.apa.org/journals/edu/74/1/111.pdf

The Relationship between Student Personality Characteristics, Teacher Ratings, and Student Achievement.

Instructor Reputation: An Expectancy Relationship Involving Student Ratings and Achievement.

Researchers know little about determiners of section selection in multi-section college courses. Studies on teacher evaluation and on the validity of teacher rating forms have often assumed section to section equivalence of students assigned by customary registration procedures. To investigate the section selection process, a questionnaire containing items on personal history, reasons for section selection, and sources of information about the instructor was administered to 1,188 undergraduate students in multi-section first year and advanced psychology courses. Major findings were: (1) students significantly differed across sections on biographical variables and on section selection reasons, (2) time at which class was scheduled (classtime) and teacher's reputation were the primary reasons for section choice, (3) teacher's reputation was less important than classtime for first year students, but comparable to classtime for advanced students, and (4) reports from other students and published ratings were,...

Section Selection in Multi-Section Courses: Implications for the Validation and Use of Teacher Rating Forms:

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