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| Overall, J. U. | 9 |
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Peer reviewedOverall, J. U.; Marsh, Herbert W. – Journal of Educational Psychology, 1980
Over 1,000 undergraduate and graduate business administration majors from 100 different classes provided course and instructor evaluations at the end of each class, and again at least one year after program completion. Results showed large and statistically significant correlations between end-of-term and retrospective ratings. (Author/GDC)
Descriptors: Course Evaluation, Graduate Surveys, Higher Education, Reliability
Peer reviewedMarsh, Herbert W.; Overall, J. U. – Journal of Educational Psychology, 1980
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.…
Descriptors: Academic Achievement, Affective Objectives, Cognitive Objectives, Evaluation Criteria
Peer reviewedOverall, J. U.; Marsh, Herbert W. – Journal of Educational Psychology, 1979
Randomly selected instructors were given feedback from midterm student ratings and met with the authors to discuss the ratings and strategies for improvement. More favorable student ratings at the end of the term, better final examination scores, and more favorable affective outcomes resulted. (Author/RD)
Descriptors: Academic Achievement, Affective Behavior, College Students, Factor Analysis
Peer reviewedMarsh, Herbert W.; Overall, J. U. – American Educational Research Journal, 1981
College students evaluated teaching effectiveness at the end of course and one year after graduation. Results showed variance attributable to the specific instructor was much larger than that due either to course level or course type for both end-of-term and follow-up ratings, and the effects were stable. (Author/RL)
Descriptors: Business Administration, Course Content, Factor Structure, Followup Studies
Peer reviewedMarsh, Herbert W.; Overall, J. U. – Research in Higher Education, 1979
Results of a follow-up study of the same students used in the Feldman study indicate that individual student evaluations are remarkably stable over time and more reliable than previously assumed. There was systematic information in individual student ratings that internal consistency approaches have ignored or assumed to be nonexistent.…
Descriptors: College Faculty, College Students, Comparative Analysis, Course Evaluation
PDF pending restorationOverall, J. U.; Marsh, Herbert W. – 1980
The relative contribution of course level (undergraduate versus graduate), course type (accounting, economics, management theory, etc.) and the specific instructor on students' evaluation of instruction was investigated. College students (N=1374) evaluated teaching effectiveness both at the end of each course (N=100) and again one year after…
Descriptors: College Faculty, College Instruction, College Students, Comparative Analysis
Download full textMarsh, Herbert W.; Overall, J. U. – 1979
College instructors evaluted the quality of their own teaching and were evaluated by their students in 331 different courses. Student evaluations of teaching correlated with instructor self evaluations in courses taught by teaching assistants, in undergraduate courses taught by faculty, and in graduate level courses, demonstrating their validity…
Descriptors: College Faculty, Course Evaluation, Evaluation Criteria, Factor Analysis
Overall, J. U.; And Others – 1978
The long-term stability of students' evaluations of instructional effectiveness was investigated. The focus was on the extent and nature of realtionships between end-of-term and retrospective ratings. Ratings given by alumni one year after program completion were compared with ratings given by these individuals in 85 undergraduate and graduate…
Descriptors: Alumni, College Graduates, College Students, Comparative Analysis
Overall, J. U.; Cooper, Terri L. – 1981
The question of whether students perceive full-time faculty as more effective than part-time faculty was studied near the end of each term during academic year 1979-80. Graduate business administration students at a comprehensive state university and a private research university evaluated the effectiveness of their courses and instructors.…
Descriptors: Business Administration Education, Comparative Analysis, Economic Factors, Educational Quality
