In their study about the Dr. Fox lecture, Naftulin, Ware, and Donnelly (1973) claimed that an expressive speaker who delivered an attractive lecture devoid of any content could seduce students into believing that they had learned something significant. Over the decades, the study has been (and still is) cited hundreds of times and used by…

Recently graduated university students from all Australian Universities rate their overall departmental and university experiences (DUEs), and their responses (N = 44,932, 41 institutions) are used by the government to benchmark departments and universities. We evaluate this DUE strategy of rating overall departments and universities rather than…

College students using teacher's reputation or ability to select sections congregated in certain sections and rated instructors more favorably than classmates using other criteria, endangering previous teacher rating form validation studies which failed to randomize students to classes. (Author/BW)

The types of comments students make in an end-of-course evaluation were examined and compared with those identified in earlier studies on the ideal teacher. Congruent validity of such comments were documented with overall ratings of instructor/course quality as measured by fixed alternative items. (Author/GK)

Evaluations of the same 64 teachers by graded students in college agreed with evaluations by ungraded students. This agreement suggests that teacher evaluations were not simply a response to grades, although they were positively associated with them, both within and across teachers. (Author/CP)

Hoyt recommends the use of norm groups, to adjust student ratings of instruction. Prior methods of generating norm groups relied upon the use of volunteer subjects. Results of the present study indicate that volunteer teachers' student ratings were superior to nonvolunteer teachers' ratings. (Author/RD)

This paper compares student, peer, and self ratings in terms of item statistics, convergent and discriminant validity, and relation to student learning. Ratings were similar in range and distribution, although colleagues tended to give the most favorable ratings, students least favorable. No rating was significantly related to student achievement.…

College faculty evaluated their own teaching and were evaluated by their students in each of two courses. There was considerable student-faculty agreement in the ratings obtained. Separate factor analyses indicated that similar dimensions underlay both student and faculty evaluations. Validity coefficients were statistically significant for all…

Students' evaluations of teaching were validated against both cognitive and affective criteria of effective instruction. End-of-term ratings correlated more highly with the criteria than did the midterm ratings. Both cognitive and affective criteria were correlated with different components of the student ratings, but not with each other.…

Findings and research designs used to study university students' evaluations of teaching effectiveness are reviewed. A construct validation approach which recognizes the multidimensionality of both effective teaching and students' evaluations is recommended for further research. (BS)

Results of this study demonstrate student-instructor agreement on evaluations of teaching effectiveness, support the validity of student ratings for both graduate and undergraduate courses, and emphasize the importance of using multifactor rating scales that are derived through the application of factor analysis. (Author/AL)

The study investigated the structural corroboration of instructional evaluation information collected from one source (students) by three different methods: responses to objective questionnaire items, written comments to open-ended questions, and group interview results. The three types of information presented a similar general impression of…

The applicability of a Chinese translation of the Students' Evaluation of Educational Quality (SEEQ) (H. W. Marsh, 1982 and later) and the generality of findings based on North American research were studied with 844 students at the Chinese University of Hong Kong. Results support the use of the SEEQ in this Chinese setting. (SLD)

The validity of seven extenuating circumstances which college teachers provided as explanations for poor ratings by their students was investigated. Class size was the only circumstance producing a statistically significant difference in student ratings of their instructors. (CP)

College seniors graded lecturers on teaching and course effectiveness. After the students had graduated and been working for a year, they rated teaching effectiveness for former lecturers and nominated the best and worst teachers. Increasing maturity and job experience did not significantly alter student evaluations of relative teaching…