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Following student ratings over time with a catalog-based system

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Abstract

First, the longitudinal nature of student ratings of instructors has not received deserved emphasis from researchers. Second, the use of item banks for designing student rating questionnaires, especially for instructor feedback, has needed attention. These two factors are investigated in this study, which tracks 304 instructors over a four semester period. It was found that the type of questionnaire generated from the item bank led to statistically significant differences among designated groups. The longitudinal analysis, however, indicated only minor improvement over time, regardless of whether or not an instructor chose to use items yielding specific feedback on the instructional components of a course. Additionally, although main effect differences were noted between teaching assistants and regular faculty, other results were very similar.

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Authors and Affiliations

  1. Measurement and Research Division, University of Illinois at Urbana-Champaign, USA

    David M. Gray & Dale C. Brandenburg

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  1. David M. Gray
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  2. Dale C. Brandenburg
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Gray, D.M., Brandenburg, D.C. Following student ratings over time with a catalog-based system. Res High Educ 22, 155–168 (1985). https://doi.org/10.1007/BF00974912

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