How Reliable Are Students' Evaluations of Teaching Quality? A Variance Components Approach

Autor/inn/en	Feistauer, Daniela; Richter, Tobias
Titel	How Reliable Are Students' Evaluations of Teaching Quality? A Variance Components Approach
Quelle	In: Assessment & Evaluation in Higher Education, 42 (2017) 8, S.1263-1279 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2016.1261083
Schlagwörter	Interrater Reliability; College Students; Educational Quality; Teacher Competencies; Seminars; Lecture Method; Questionnaires; Student Evaluation of Teacher Performance; Student Attitudes; Foreign Countries; Teacher Student Relationship; Course Content; Difficulty Level; Statistical Analysis; Student Interests; Relevance (Education); Germany + Suchen Sie Ihr Suchwort? Interrater-Reliabilität; Collegestudent; Quality of education; Bildungsqualität; Lehrkunst; Seminar; Fragebogen; Schülerverhalten; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Kursprogramm; Schwierigkeitsgrad; Statistische Analyse; Studieninteresse; Relevance; Relevanz; Deutschland
Abstract	The inter-rater reliability of university students' evaluations of teaching quality was examined with cross-classified multilevel models. Students (N = 480) evaluated lectures and seminars over three years with a standardised evaluation questionnaire, yielding 4224 data points. The total variance of these student evaluations was separated into the variance components of courses, teachers, students and the student/teacher interaction. The substantial variance components of teachers and courses suggest reliability. However, a similar proportion of variance was due to students, and the interaction of students and teachers was the strongest source of variance. Students' individual perceptions of teaching and the fit of these perceptions with the particular teacher greatly influence their evaluations. This casts some doubt on the validity of student evaluations as indicators of teaching quality and suggests that aggregated evaluation scores should be used with caution. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01