Students’ evaluations of teaching effectiveness (SETs) have been the topic of considerable interest and a great deal of research in North America and, increasingly, universities all over the world. Research reviewed here indicated that SETs are:
Access provided by Autonomous University of Puebla. Download to read the full chapter text
Chapter PDF
Similar content being viewed by others
Keywords
References
Abrami, P.C., and d’Apollonia, S. (1991). Multidimensional students’ evaluations of teaching effectiveness: Generalizability of N=1 research, Comment on Marsh (1991). Journal of Educational Psychology 30: 221–227.
Abrami, P.C., d’Apollonia, S., and Cohen, P.A. (1990). Validity of student ratings of instruction: What we know and what we do not. Journal of Educational Psychology 82: 219–231.
Abrami, P.C., d’Apollonia, S., and Rosenfield, S. (1997). The dimensionality of student ratings of instruction: What we know and what we do not. In J.C. Smart (ed.), Higher Education: Handbook of Theory and Research (Vol. 11, pp. 213–264). New York: Agathon.
Abrami, P.C., d’Apollonia, S., and Rosenfield, S. (March, 1993). The Dimensionality of Student Ratings of Instruction. Paper presented at the Annual Meeting of the American Educational Research Association, Atlanta, GA.
Abrami, P.C., Leventhal, L., and Perry, R.P. (1982). Educational seduction. Review of Educational Research 52: 446–464.
Abrami, P.C., Dickens, W.J., Perry, R.P., and Leventhal, L. (1980). Do teacher standards for assigning grades affect student evaluations of instruction? Journal of Educational Psychology 72: 107–118.
Aleamoni, L.M. (1981). Student ratings of instruction. In J. Millman (ed.), Handbook of Teacher Evaluation (pp. 110–145). Beverly Hills, CA: Sage.
vApodaca, P., and Grad, H. (2005). The dimensionality of student ratings of teaching: integration of uni- and multidimensional models. Studies in Higher Education 30: 723–748.
Babad, E., Darley, J., and Kaplowitz, H. (1999). Developmental aspects in students’ course selection. Journal of Educational Psychology 91: 157–168.
Blackburn, R.T. (1974). The meaning of work in academia. In J.I. Doi (ed.), Assessing faculty effort. New Directions for Institutional Research (Vol. 2, pp. 75–99). San Francisco: Jossey-Bass.
Braskamp, L.A., Barandenburg, D.C., and Ory, J.C. (1985). Evaluating Teaching Effectiveness: A Practical Guide. Beverly Hills, CA: Sage.
Braskamp, L.A., Ory, J.C., and Pieper, D.M. (1981). Student written comments: Dimensions of instructional quality. Journal of Educational Psychology 73: 65–70.
Braskamp, L.A., and Ory, J.C. (1994). Assessing Faculty Work: Enhancing Individual and Institutional Performance. San Francisco, Jossey-Bass.
Cadwell, J., and Jenkins, J. (1985). Effects of the semantic similarity of items on student ratings of instructors. Journal of Educational Psychology 77: 383–393.
Cashin, W.E. (1988). Student Ratings of Teaching. A Summary of Research. (IDEA paper No. 20). Kansas State University, Division of Continuing Education. (ERIC Document Reproduction Service No. ED 302 567).
Cashin, W.E., and Downey, R.G. (1992). Using global student rating items for summative evaluation. Journal of Educational Psychology 84: 563–572.
Centra, J.A. (1979). Determining Faculty Effectiveness. San Francisco, CA: Jossey-Bass.
Centra, J.A. (1983). Research productivity and teaching effectiveness. Research in Higher Education 18: 379–389.
Centra, J.A. (1989). Faculty evaluation and faculty development in higher education. In J.C. Smart (ed.), Higher Education: Handbook of Theory and Research. Supplementary (Vol. 5,pp. 155–179). New York: Agathon Press.
Centra, J.A. (1993). Reflective Faculty Evaluation. San Francisco, CA: Jossey-Bass.
Centra, J.A. (2003). Will teachers receive higher student evaluations by giving higher grades and less course work? Research in Higher Education 44(5): 495–518.
Centra, J.A., and Creech, F.R. (1976). The Relationship between Student, Teacher, and Course Characteristics and Student Ratings of Teacher Effectiveness (Project Report 76–1). Princeton, NJ: Educational Testing Service.
Cohen, P.A. (1980). Effectiveness of student-rating feedback for improving college instruction: A meta-analysis. Research in Higher Education 13:321–341.
Cohen, P.A. (1981). Student ratings of instruction and student achievement: A meta-analysis of multisection validity studies. Review of Educational Research 51:281–309.
Cohen, P.A. (April, 1987). A Critical Analysis and Reanalysis of the Multisection Validity Meta-analysis. Paper presented at the 1987 Annual Meeting of the American Educational Research Association, Washington, DC (ERIC Document Reproduction Service No. ED 283 876).
Coleman, J., and McKeachie, W.J. (1981). Effects of instructor/course evaluations on student course selection. Journal of Educational Psychology 73:224–226.
Costin, F., Greenough, W.T., and Menges, R.J. (1971). Student ratings of college teaching: Reliability, validity and usefulness. Review of Educational Research 41:511–536.
Cranton, P.A., and Hillgartner, W. (1981). The relationships between student ratings and instructor behavior: Implications for improving teaching. Canadian Journal of Higher Education 11:73–81.
Cranton, P., and Smith, R.A. (1990). Reconsidering the unit of analysis: A model of student ratings of instruction. Journal of Educational Psychology 82:207–212.
Cronbach, L.J. (1958). Proposals leading to analytic treatment of social perception scores. In R. Tagiuri and L. Petrullo (eds.), Person Perception and Interpersonal Behavior (pp. 351–379). Stanford University Press.
de Wolf, W.A. (1974). Student Ratings of Instruction in Post Secondary Institutions: A Comprehensive Annotated Bibliography of Research Reported Since 1968 (Vol. 1). University of Washington Educational Assessment Center. Educational Assessment Center.
Doyle, K.O. (1975). Student Evaluation of Instruction. Lexington, MA: D. C. Heath.
Doyle, K.O. (1983). Evaluating Teaching. Lexington, MA: Lexington Books.
Eiszler, C.F. (2002). College students’ evaluations of teaching and grade inflation. Research in Higher Education 43(4):483–501.
Feldman, K.A. (1976a). Grades and college students’ evaluations of their courses and teachers. Research in Higher Education 4:69–111.
Feldman, K.A. (1976b). The superior college teacher from the student’s view. Research in Higher Education 5:243–288.
Feldman, K.A. (1977). Consistency and variability among college students in rating their teachers and courses. Research in Higher Education 6:223–274.
Feldman, K.A. (1978). Course characteristics and college students’ ratings of their teachers and courses: What we know and what we don’t. Research in Higher Education 9:199–242.
Feldman, K.A. (1979). The significance of circumstances for college students’ ratings of their teachers and courses. Research in Higher Education 10:149–172.
Feldman, K.A. (1983). The seniority and instructional experience of college teachers as related to the evaluations they receive from their students. Research in Higher Education 18:3–124.
Feldman, K.A. (1984). Class size and students’ evaluations of college teacher and courses: A closer look. Research in Higher Education 21:45–116.
Feldman, K.A. (1986). The perceived instructional effectiveness of college teachers as related to their personality and attitudinal characteristics: A review and synthesis. Research in Higher Education 24:139–213.
Feldman, K.A. (1987). Research productivity and scholarly accomplishment: A review and exploration. Research in Higher Education 26:227–298.
Feldman, K.A. (1988). Effective college teaching from the students’ and faculty’s view: Matched or mismatched priorities. Research in Higher Education 28:291–344.
Feldman, K.A. (1989a). Instructional effectiveness of college teachers as judged by teachers themselves, current and former students, colleagues, administrators, and external (neutral) observers. Research in Higher Education 30:137–194.
Feldman, K.A. (1989b). Association between student ratings of specific instructional dimensions and student achievement: Refining and extending the synthesis of data from multisection validity studies. Research in Higher Education 30:583–645.
Feldman, K.A. (1990). An afterword for ‘‘the association between student ratings of specific instructional dimensions and student achievement: Refining and extending the synthesis of data from multisection validity studies’’. Research in Higher Education 31:315–318.
Feldman, K.A. (1992). College students’ views of male and female college teachers. Part I-Evidence from the social laboratory and experiments. Research in Higher Education 33:317–375.
Feldman, K.A. (1993). College Students’ Views of Male and Female College Teachers. Part II-Evidence from Students’ Evaluations of Their Classroom Teachers. Research in Higher Education 34:151–211.
Feldman, K.A. (1997). Identifying exemplary teachers and teaching: Evidence from student ratings. In R.P. Perry and J.C. Smart, (eds.), Effective Teaching in Higher Education: Research and Practice (pp. 368–395). New York: Agathon.
Feldman, K.A. (1998). Reflections on the effective study of college teaching and student ratings: one continuing quest and two unresolved issues. In J.C. Smart (ed.), Higher Education: Handbook of Theory and Research (pp. 35–74). New York: Agathon Press.
Franklin, J.L., and Theall, M. (1989). Who Reads Ratings. Knowledge, Attitudes, and Practices of Users of Student Ratings of Instruction. Paper presented at the 70th annual meeting of the American Educational Research Association. San Francisco: March 31.
Franklin, J., and Theall, M. (1996). Disciplinary Differences in Sources of Systematic Variation in Student Ratings of Instructor Effectiveness and Students’ Perceptions of the Value of Class Preparation Time: A Comparison of Two Universities’ Ratings Data. Paper presented at the annual meeting of the American Educational Research Association, New York.
Gilmore, G.M. (1988). Grades, Ratings and Adjustments. Instructional Evaluation and Faculty Development (available on internet: http://www.umanitoba.ca/uts/ sigfted/backissues.php, 25 August, 2006).
Gillmore, G.M., and Greenwald, A.G. (1994). The Effects of Course Demands and Grading Leniency on Student Ratings of Instruction. Office of Educational Assessment (94–4), University of Washington, Seattle.
Gilmore, G.M., Kane, M.T., and Naccarato, R.W. (1978). The generalizability of student ratings of instruction: Estimates of teacher and course components. Journal of Educational Measurement 15:1–13.
Greenwald, A.G., and Gillmore, G.M. (1997a). Grading leniency is a removable contaminant of student ratings. American Psychologist 52:1209–1217.
Greenwald, A.G., and Gillmore, G.M. (1997b). No Pain, No Gain? The importance of measuring course workload in student ratings of instruction. Journal of Educational Psychology 89:743–751.
Hampton, S.E., and Reiser, R.A. (2004). Effects of a theory-based feedback and consultation process on instruction and learning in college classrooms. Research in Higher Education 45(5):497–527.
Harrison, P.D., Douglas, D.K., and Burdsal, C.A. (2004). The relative merits of different types of overall evaluations of teaching effectiveness. Research in Higher Education 45(3):311–323.
Harrison, P.D., More, P.S., and Ryan, J.M. (1996) College student’s self-insight and common implicit theories in ratings of teaching effectiveness. Journal of Educational Psychology 88:775–782.
Hattie, J.A. (2003). Why is it so difficult to enhance self-concept in the classroom: The power of feedback in the self-concept–achievement relationship. Paper presented at the International SELF conference, Sydney, Australia.
Hattie, J.A., Biggs, J., and Purdie, N. (1996). Effects of learning skills intervention on student learning: A meta-analysis. Review of Research in Education 66:99–136.
Hattie, J., and Marsh, H.W. (1996). The relationship between research and teaching—a meta-analysis. Review of Educational Research 66:507–542.
Hativa, N. (1996). University instructors’ ratings profiles: Stability over time, and disciplinary differences Research In Higher Education 37:341–365.
Hobson, S.M., and Talbot, D.M. (2001). Understanding student evaluations: What all faculty should know. College Teaching 49(1):26–31.
Howard, G.S., Conway, C.G., and Maxwell, S.E. (1985). Construct validity of measures of college teaching effectiveness. Journal of Educational Psychology 77:187–196.
Howard, G.S., and Maxwell, S.E. (1980). The correlation between student satisfaction and grades: A case of mistaken causation? Journal of Educational Psychology 72:810–820.
Howard, G.S., and Maxwell, S.E. (1982). Do grades contaminate student evaluations of instruction? Research in Higher Education 16:175–188.
Howard, G.S., and Schmeck, R.R. (1979). Relationship of changes in student motivation to student evaluations of instruction. Research in Higher Education 10:305–315.
Howell, A.J., and Symbaluk, D.G. (2001). Published student ratings of instruction: Revealing and reconciling the views of students and faculty. Journal of Educational Psychology 93:790–796.
Jackson, D.L., Teal, C.R., Raines, S.J., Nansel, T.R., Force, R.C., and Burdsal, C.A. (1999). The dimensions of students’ perceptions of teaching effectiveness. Educational and Psychological Measurement 59:580–596.
Jacobs, L.C. (1987). University Faculty and Students’ Opinions of Student Ratings. Bloomington, IN: Bureau of Evaluative Studies and Testing. (ERIC Document Reproduction Service No. ED 291 291).
Kane, M.T., Gillmore, G.M., and Crooks. T.J. (1976). Student evaluations of teaching: The generalizability of class means. Journal of Educational Measurement 13:171–184.
Kember, D., Leung, D.Y.P., and Kwan, K.P. (2002). Does the use of student feedback questionnaires improve the overall quality of teaching? Assessment & Evaluation in Higher Education 27:411–425.
Kulik, J.A., and McKeachie, W.J. (1975). The evaluation of teachers in higher education. Review of Research in Higher Education 3:210–240.
L’Hommedieu, R., Menges, R.J., and Brinko, K.T. (1990). Methodological explanations for the modest effects of feedback. Journal of Educational Psychology 82:232–241.
Leventhal, L., Abrami, P.C., and Perry, R.P. (1976). Teacher rating forms: Do students interested in quality instruction rate teachers differently? Journal of Educational Psychology 68:441–445.
Leventhal, L., Abrami, P.C., Perry, R.P., and Breen L.J. (1975). Section selection in multi-section courses: Implications for the validation and use of student rating forms. Educational and Psychological Measurement 35:885–895.
Leventhal, L., Perry, R.P., Abrami, P.C., Turcotte, S.J.C., and Kane, B. (1981, April). Experimental Investigation of Tenure/Promotion in American and Canadian Universities. Paper presented at the Annual Meeting of the American Educational Research Association, Los Angeles.
Lin, Y., McKeachie, W.J., and Tucker, D.G. (1984). The use of student ratings in promotion decisions. Journal of Higher Education 55:583–589.
Locke, E.A., and Latham, G.P. (1990). A Theory of Goal Setting and Task Performance. Englewood Cliffs, NJ: Prentice Hall.
Marsh, H.W. (1976). The Relationship between Background Variables and Students’ Evaluations of Instructional Quality. OIS 76–9. Los Angeles, CA: Office of Institutional Studies, University of Southern California.
Marsh, H.W. (1982a). Factors affecting students’ evaluations of the same course taught by the same instructor on different occasions. American Educational Research Journal 19:485–497.
Marsh, H.W. (1982b). SEEQ: A reliable, valid, and useful instrument for collecting students’ evaluations of university teaching. British Journal of Educational Psychology 52:77–95.
Marsh, H.W. (1982c). Validity of students’ evaluations of college teaching: A multitrait-multimethod analysis. Journal of Educational Psychology 74:264–279.
Marsh, H.W. (1983). Multidimensional ratings of teaching effectiveness by students from different academic ettings and their relation to student/course/instructor characteristics. Journal of Educational Psychology 75:150–166.
Marsh, H.W. (1984). Students’ evaluations of university teaching: Dimensionality, reliability, validity, potential biases, and utility. Journal of Educational Psychology 76:707–754.
Marsh, H.W. (1985). Students as evaluators of teaching. In T. Husen and T.N. Postlethwaite (eds.), International Encyclopedia of Education: Research and Studies. Oxford: Pergamon Press.
Marsh, H.W. (1986). Applicability paradigm: Students’ evaluations of teaching effectiveness in different countries. Journal of Educational Psychology 78:465–473.
Marsh, H.W. (1987). Students’ evaluations of university teaching: Research findings, methodological issues, and directions for future research. International Journal of Educational Research 11:253–388. (Whole Issue No. 3)
Marsh, H.W. (1991a). A multidimensional perspective on students’ evaluations of teaching effectiveness: A reply to Abrami and d’Apollonia (1991). Journal of Educational Psychology 83:416–421.
Marsh, H.W. (1991b). Multidimensional students’ evaluations of teaching effectiveness: A test of alternative higher-order structures. Journal of Educational Psychology 83:285–296.
Marsh, H.W. (1995). Still weighting for the right criteria to validate student evaluations of teaching in the idea system. Journal of Educational Psychology 87:666–679.
Marsh, H.W. (2001). Distinguishing between good (useful) and bad workload on students’ evaluations of teaching. American Educational Research Journal 38(1):183–212.
Marsh, H.W., and Bailey, M. (1993). Multidimensionality of students’ evaluations of teaching effectiveness: A profile analysis. Journal of Higher Education 64:1–18.
Marsh, H.W., and Dunkin, M. (1992). Students’ evaluations of university teaching: A multidimensional perspective. Higher Education: Handbook on Theory and Research(Vol. 8, pp. 143–234). New York: Agathon.
Marsh, H.W., and Dunkin, M.J. (1997). Students’ evaluations of university teaching: A multidimensional perspective. In R.P. Perry and J.C. Smart (ed.), Effective Teaching in Higher Education: Research and Practice (pp. 241–320). New York: Agathon.
Marsh, H.W., Fleiner, H., and Thomas, C.S. (1975). Validity and usefulness of student evaluations of instructional quality. Journal of Educational Psychology 67:833–839.
Marsh, H.W., and Groves, M.A. (1987). Students’ evaluations of teaching effectiveness and implicit theories: A critique of Cadwell and Jenkins. Journal of Educational Psychology 79:483–489.
Marsh, H.W., and Hattie, J. (2002). The relationship between research productivity and teaching effectiveness: Complimentary, antagonistic or independent constructs. Journal of Higher Education 73:603–642.
Marsh, H.W., and Hau, K.T. (2003). Big fish little pond effect on academic self-concept: A cross-cultural (26 country) test of the negative effects of academically selective schools. American Psychologist 58:364–376.
Marsh, H.W., and Hocevar, D. (1991a). The multidimensionality of students’ evaluations of teaching effectiveness: The generality of factor structures across academic discipline, instructor level, and course level. Teaching and Teacher Education 7:9–18.
Marsh, H.W., and Hocevar, D. (1991b). Students’ evaluations of teaching effectiveness: The stability of mean ratings of the same teachers over a 13-year period. Teaching and Teacher Education 7:303–314.
Marsh, H.W., and Overall, J.U. (1979). Long-term stability of students’ evaluations. Research in Higher Education 10:139–147.
Marsh, H.W., Overall, J.U., and Kesler, S.P. (1979a). Class size, students’ evaluations, and instructional effectiveness. American Educational Research Journal 16:57–70.
Marsh, H.W., Overall, J.U., and Kesler, S.P. (1979b). Validity of student evaluations of instructional effectiveness: A comparison of faculty self-evaluations and evaluations by their students. Journal of Educational Psychology 71:149–160.
Marsh, H.W., and Overall, J.U. (1980). Validity of students’ evaluations of teaching effectiveness: Cognitive and affective criteria. Journal of Educational Psychology 72:468–475.
Marsh, H.W., and Roche, L.A. (1992). The use of student evaluations of university teaching in different settings: The applicability paradigm. Australian Journal of Education 36:278–300.
Marsh, H.W., and Roche, L.A. (1993). The use of students’ evaluations and an individually structured intervention to enhance university teaching effectiveness. American Educational Research Journal 30:217–251.
Marsh, H.W., and Roche, L.A. (1994). The Use of Students’ Evaluations of University Teaching to Improve Teaching Effectiveness. Canberra, ACT: Australian Department of Employment, Education, and Training.
Marsh, H.W., and Roche, L.A. (1997). Making students’ evaluations of teaching effectiveness effective. American Psychologist 52:1187–1197.
Marsh, H.W., and Roche, L.A. (2000). Effects of grading leniency and low workloads on students’ evaluations of teaching: Popular myth, bias, validity or innocent bystanders? Journal of Educational Psychology 92:202–228.
Marsh, H.W., Rowe, K., and Martin, A. (2002). PhD students’ evaluations of research supervision: Issues, complexities and challenges in a nationwide Australian experiment in benchmarking universities. Journal of Higher Education 73(3):313–348.
Marsh, H.W., and Ware, J.E. (1982). Effects of expressiveness, content coverage, and incentive on multidimensional student rating scales: New interpretations of the Dr. Fox Effect. Journal of Educational Psychology 74:126–134.
McKeachie, W. (1963). Analysis and investigation of teaching methods. In N.L. Gage (ed.), Handbook of Research on Teaching (pp. 448–505). Chicago: Rand McNally.
McKeachie, W.J. (1973). Correlates of students’ ratings. In A.L. Sockloff (ed.), Proceedings: The First Invitational Conference on Faculty Effectiveness Evaluated by Students (pp. 213–218). Temple University.
McKeachie, W.J. (1979). Student ratings of faculty: A reprise. Academe 65:384–397.
McKeachie, W.J. (1996). Do we need norms of student ratings to evaluate faculty? Instructional Evaluation and Faculty Development 14:14–17.
McKeachie, W.J. (1997). Student Ratings: The Validity of Use. American Psychologist 52:1218–25.
Murray, H.G. (1980). Evaluating University Teaching: A Review of Research. Toronto, Canada, Ontario Confederation of University Faculty Associations.
Murray, H.G. (1983). Low inference classroom teaching behaviors and student ratings of college teaching effectiveness. Journal of Educational Psychology 71:856–865.
Murray, H.G. (April, 1987). Impact of Student Instructions Ratings on Quality of Teaching in Higher Education. Paper presented at the 1987 Annual Meeting of the American Educational Research Association, Washington, DC. (ERIC Document Reproduction Service No. ED 284 495).
Ory, J.C., and Braskamp, L.A. (1981). Faculty perceptions of the quality and usefulness of three types of evaluative information. Research in Higher Education 15:271–282.
Ory, J.C., Braskamp, L.S., and Pieper, D.M. (1980). Congruency of student evaluative information collected by three methods. Journal of Educational Psychology 72:321–325.
Overall, J.U., and Marsh, H.W. (1979). Midterm feedback from students: Its relationship to instructional improvement and students’ cognitive and affective outcomes. Journal of Educational Psychology 71:856–865.
Overall, J.U., and Marsh, H.W. (1980). Students’ evaluations of instruction: A longitudinal study of their stability. Journal of Educational Psychology 72:321–325.
Overall, J.U., and Marsh, H.W. (1982). Students’ evaluations of teaching: An update. American Association for Higher Education Bulletin 35(4):9–13 (ERIC Document Reproduction Services No. ED225473).
Penny, A.R., and Coe, R. (2004). Effectiveness of consultation on student ratings feedback: A meta-analysis. Review of Educational Research 74(2):215–253.
Perry, R.P., Abrami, P., Leventhal, L., and Check, J. (1979). Instructor reputation: An expectancy relationship involving student ratings and achievement. Journal of Educational Psychology 71:776–787.
Peterson, C., and Cooper, S. (1980). Teacher evaluation by graded and ungraded students. Journal of Educational Psychology 72:682–685.
Remmers, H.H. (1963). Rating methods in research on teaching. In N.L. Gage (ed.), Handbook of Research on Teaching (pp. 329–378). Chicago: Rand McNally.
Renaud, R.D., and Murray, H.G. (2005). Factorial validity of student ratings of instruction. Research in Higher Education 46:929–953.
Renaud, R.D., and Murray H.G. (1996). Aging, Personality, and Teaching Effectiveness in Academic Psychologists. Research in Higher Education 37:323–340.
Richardson, J.T.E. (2005). Instruments for obtaining student feedback: a review of the literature. Assessment and Evaluation in Higher Education 30(4):387–415.
Rindermann, H. (1996). On the quality of students’ evaluations of university teaching: An answer to evaluation critique. Zeitschrift Für Padagogische Psychologie 10(3–4):129–145.
Rindermann, H., and Schofield, N. (2001). Generalizability of multidimensional student ratings of university instruction across courses and teachers. Research in Higher Education 42(4):377–399.
Ryan, J.M., and Harrison, P.D. (1995). The relationship between individual characteristics and overall assessment of teaching effectiveness across different instructional contexts. Research in Higher Education 36:577–594.
Salthouse, T.A., McKeachie, W.J., and Lin, Y.G. (1978). An experimental investigation of factors affecting university promotion decisions. Journal of Higher Education 49:177–183.
Scriven, M. (1981). Summative Teacher Evaluation, in J. Millman (ed.), Handbook of Teacher Evaluation (pp. 244–71). Beverley Hills, CA: SAGE.
Sullivan, A.M., and Skanes, G.R. (1974). Validity of student evaluation of teaching and the characteristics of successful instructors. Journal of Educational Psychology 66(4):584–590.
Ting, K. (2000). Cross-level effects of class characteristics on students’ perceptions of teaching quality. Journal of Educational Psychology 92:818–825.
Toland, M.D., and De Ayala, R.J. (2005). A Multilevel Factor Analysis of Students’ Evaluations of Teaching. Educational and Psychological Measurement 65:272–296.
Watkins, D. (1994). Student evaluations of teaching effectiveness: A Cross-cultural perspective. Research in Higher Education 35:251–266.
Wendorf, C.A., and Alexander, S. (2005). The influence of individual- and class-level fairness-related perceptions on student satisfaction. Contemporary Educational Psychology 30:190–206.
Wilson, R.C. (1986). Improving faculty teaching: Effective use of student evaluations and consultants. Journal of Higher Education 57:196–211.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2007 Springer
About this chapter
Cite this chapter
Marsh, H.W. (2007). Students’ Evaluations of University Teaching: Dimensionality, Reliability, Validity, Potential Biases and Usefulness. In: Perry, R.P., Smart, J.C. (eds) The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective. Springer, Dordrecht. https://doi.org/10.1007/1-4020-5742-3_9
Download citation
DOI: https://doi.org/10.1007/1-4020-5742-3_9
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-4944-6
Online ISBN: 978-1-4020-5742-7
eBook Packages: Humanities, Social Sciences and LawEducation (R0)