Many measurement biases affect student evaluations of instruction (SEIs). However, two have been relatively understudied: halo effects and ceiling/floor effects. This study examined these effects in two ways. To examine the halo effect, using a videotaped lecture, we manipulated specific teacher behaviors to be "good" or "bad"…

A computer program for analyzing and reporting the results of student rating scales designed to evaluate courses and instructors is described. It computes median ratings for the total scale, subscales, and items. Written in ANS FORTRAN, this program is compatible with most third generation machines. (Author/JKS)

Student points of view in their ratings of courses and instructors were analyzed within three specific college courses and then generalized by analysis of a sample of responses from over 400 classes in five colleges. A factor analysis yielding three different student points of view is presented. (Author/JKS)

The construct validity of class ratings of instructors measured by the Course-Faculty Instrument was assessed. Results supported the construct validity of the instrument. (Author/JKS)

The validity of a Hebrew version of the Illinois Course Evaluation Questionnaire was investigated in eighty courses in science and engineering at the Israel Institute of Technology. Factor analysis revealed a reasonable correspondence between empirical structure and that afforded by logic and intuition. (Author/JKS)

In two studies, selections of evaluation form items were negatively worded and presented before or after overall student ratings. Ratings of courses and instructors were not significantly affected by wording. Differences in the global assessment of the courses are discussed. (Author/CM)

The development of the Arizona Course/Instructor Evaluation Questionnaire is described. Related research is presented demonstrating the reliability and validity of the Arizona Course/Instructor Evaluation Questionnaire. (Author/JKS)

Consistent with the distinction between student ratings (ratings assigned) and class ratals (ratings received), various properties of the FACE Instrument scales were investigated. (RC)

Standard graphic, behaviorally-anchored, and mixed standard scales were used to investigate the relationships among scale types, instructor leniency, and ratings of college instructors by college students. (JKS)

Students' perception of overall teaching performance is strongly aligned with feelings about the course. A method is presented for separating the effects of the teacher, the course, and individual student groups. All three effects are highly significant; the effect of the course is by far the most prominent. (Author/JKS)