The purpose of this study was to determine what items of teaching effectiveness are viewed as significant by faculty and students. Students and faculty were given a pool of items typical of those appearing on course-evaluation forms and were asked to indicate which items they believed were important in evaluating teaching. There was substantial agreement between students and faculty regarding those items viewed as important enough to be included in an evaluation. The implications for interpreting course evaluations were discussed.
References
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MarshH. W. (1982) Validity of students' evaluations of college teaching: A multitrait-multimethod analysis. Journal of Educational Psychology, 74, 264–279.
2.
MarshH. W. (1984) Students' evaluations of university teaching: Dimensionality, reliability, validity, potential biases, and utility. Journal of Educational Psychology, 16, 707–754.
