Abstract
There is an ongoing debate in the student evaluation of teaching literature about whether an overall rating or factorial dimensions of teaching effectiveness should be used in personnel decisions. Marsh and his colleagues have advocated the use of a weighted average approach to computing overall evaluations. A policy-capturing experiment was carried out where students in three different instructional contexts made overall evaluations of hypothetical instructors based on a manipulation of the teaching factors in Marsh's SEEQ. The results indicated (1) amount learned was consistently the most important factor affecting overall evaluations; (2) course difficulty was consistently the least important factor affecting overall evaluations; and (3) there was a strong similarity among the three groups in the relative importance of the various teaching factors in arriving at an overall evaluation. The implications of this research are discussed, as well as directions for future research.
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Ryan, J.M., Harrison, P.D. The relationship between individual instructional characteristics and the overall assessment of teaching effectiveness across different instructional contexts. Res High Educ 36, 577–594 (1995). https://doi.org/10.1007/BF02208832
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DOI: https://doi.org/10.1007/BF02208832