In the social sciences, latent traits often have a hierarchical structure, and data can be sampled from multiple levels. Both hierarchical latent traits and multilevel data can occur simultaneously. In this study, we developed a general class of item response theory models to accommodate both hierarchical latent traits and multilevel data. The…

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"…

To assess the stability of the factor structure of the Instructional Improvement Questionnaire (IIQ), factor analyses were run for 1973, 1974, and 1975 results, partialling out three variables: expected grade, percent taking the course as an elective, and student's year. The factors were stable over the three years. (Author/BW)

In three studies, college students evaluated their instructor on student-rating-of-instruction items. Based upon item content and a component analysis of the item intercorrelations, four scales were constructed. They were judged to possess an acceptable degree of internal consistency and construct validity to be useful in further research.…

A method for obtaining teacher ratings from incomplete student ranking data is presented. The procedure involves finding the scores for the teachers on the first principal component of a student intercorrelation matrix, where the missing data are supplied by least squares. (Author)

The relationship between class size and student evaluation of university teaching quality was analyzed. Data from 2915 university classrooms were collected in classes ranging from 1 to 234 students. Results indicate that there is a weak relationship between class size and student ratings of teaching quality, and that this is a nonlinear…

The generalizability of student evaluations of college instruction is analyzed and generalizability theory data collected in a common design is applied. Results suggest that use of student evaluations of teacher effectiveness may lead to decisions based upon undependable data. (Author/GK)

Two variations of an alternative method to construct behaviorally anchored rating scales (BARS) are suggested. The traditional and two simplified methods were used to develop scales for teacher performance evaluation. The shortcut derivation method is recommended, as it requires less construction time. (Author/GK)

A method is presented for analyzing the response data from student evaluations of teaching, based on inferential statistical techniques. Provision is made for comparing instructors of similar classes, but the comparative information pertains to specific aspects of teaching performance rather than overall rankings. (Author/BW)

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)

College students completed a student perceptions of teaching effectiveness questionnaire. Six factors resulted: attitude toward students; work load; course value to students; course organization and structure; grading quality; and level of material. Second-order factors were general quality and difficulty, which was uncorrelated with other ratings…

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 correlation between student rating of instructor and affective outcomes of instruction was studied in two samples. Correlations were positive and of the same magnitude as those between student ratings of instructor and cognitive achievement outcomes. (Author/GK)

An assessment was conducted of the relationship between students' evaluations of college instructors and four measures of students' affective characteristics: locus of control, achievement motivation, anxiety, and social desirability. A significant relationship was found between locus of control and instructor evaluation. (Author/CTM)