Electronic Journal of Applied Statistical Analysis

Students’ evaluation of teaching at a large Italian university: measurement scale validation

Abstract

Aleamoni, L. M. (1999). Student rating myths versus research facts from 1924 to 1998. Journal of Personnel Evaluation in Education, 13, 153–166.

Apodaca, P., & Grad, H. (2005). The dimensionality of student ratings of teaching: Integration of uni- and multidimensional models. Studies in Higher Education, 30, 723–748.

Barnes, D., Engelland, B., Matherne, C., Martin, W., Orgeron, C., & Ring, J. (2008). Developing a psychometrically sound measure of collegiate teaching proficiency. College Student Journal, 42, 199-213.

Bassi, F. (2010). Experiential goods and customer satisfaction: an application to movies. Quality Technology & Quantitative Management, 7, 51-67.

Benton, S.L., & Cashin, W.E. (2012). Student ratings of teaching: A summary of research and literature. IDEA Paper n.50. Manhattan KS: IDEA Center.

Beran, T., & Violato, C. (2005). Ratings of university teacher instruction: How much do student and course characteristics really matter? Assessment and Evaluation in Higher Education, 30, 593–601.

Burdsal, C. A., & Harrison, P. D. (2008). Further evidence supporting the validity of both a multidimensional profile and an overall evaluation of teaching effectiveness. Assessment & Evaluation in Higher Education, 33, 567–576.

Cashin, W. E., & Perrin, P. B. (1978). Description of IDEA Standard Form Data Base IDEA. Technical Report No. 4. Manhattan, KS: Center for Faculty Evaluation and Development in Higher Education.

Centra, J. A. (1998). Development of The Student Instructional Report II. Princeton, NJ: Educational Testing Service.

Centra, J. A., & Gaubatz, N. B. (2000). Is there gender bias in student evaluations of teaching? The Journal of Higher Education, 71, 17–33.

Chalmers, D. (2007). An agenda for teaching and learning in universities. Sidney: The Carrick Institute for Learning and Teaching in Higher Education.

Cheung, D. (2000). Evidence of a single second-order factor in student ratings of teaching. Structural Equation Modeling, 7, 442–460.

Churchill, G.A. (1979). A paradigm for developing better measures of marketing constructs. Journal of Marketing Research, 16, 64-73.

Clark, L.A., & Watson, D. (1995). Constructing validity: basic issues in objective scale development. Psychological Assessment, 7, 309-319.

Clayson, D. E. (2009). Student evaluations of teaching: Are they related to what stu¬dents learn? A meta-analysis and review of the literature. Journal of Marketing Education, 31, 16–30.

Cronbach, L.J. (1951). Coefficient Alpha and the internal structure of tests. Psychometrika, 16, 297-334.

Dalla Zuanna, G., Bassi F., Clerici, R., Paccagnella, O., Paggiaro, A., Aquario D., Mazzuco C., Martinoia, S., Stocco, C., & Pierobon, S. (2015). Tools for teaching assessment at Padua University: role, development and validation. PRODID Project (Teacher professional development and academic educational innovation) (Report of Research Unit n.3), Padua: Department of Statistical Sciences, University of Padua.

De Vellis, R. F. (1991). Scale Development. Theory and Applications. London: Sage.

Domenech, F., & Descals, A. (2003). Evaluation of the University teaching / learning process for the improvement of quality in higher education. Assessment and evaluation in higher education, 28, 165-178.

European Students’ Union (2015). Bologna with Student Eyes. Time to meet the expectations from 1999. Brussels: ESU.

European University Association (2006). Quality Culture in European Universities: A bottom-up approach. Brussels: EUA.

Ginns, P., Prosser, M., & Barrie, S. (2007). Students’ perceptions of teaching quality in higher education: The perspective of currently enrolled students. Studies in Higher Education, 32, 603-615.

Goldstein, G. S., & Benassi, V. A. (2006). Students’ and instructors’ beliefs about excellent lecturers and discussion leaders. Research in Higher Education, 47, 685–707.

Hair, J., Black, W.C., Anderson, R.E, & Tatham R.L. (2006) Multivariate Data Analysis. New Jersey: Prentice Hall.

Harrison, P., Douglas, D., & Burdsal, C. (2004). The relative merits of different types of overall evaluations of teaching effectiveness. Research in Higher Education, 45, 311–323.

Harvey, L., & Green, D. (1993). Defining quality. Assessment and Evaluation in Higher Education, 18, 8-35.

Harvey, L. (2006). Understanding quality. In L. Purser (Ed.), EUA Bologna Handbook: Making Bologna work. Brussels: European University Association and Berlin: Raabe, http://www.bologna-handbook.com/

Kember, D., Jenkins, W., & Kwok, C.N. (2004). Adult students’ perceptions of good teaching as a function of their conceptions of learning—Part 2. Implications for the evaluation of teaching. Studies in Continuing Education, 26, 81–97.

Kember, D., & Leung, D. (2008). Establishing the validity and reliability of course evaluation questionnaires. Assessment & Evaluation in Higher Education, 33, 341–353.

Litwin, M.S. (1995). How to Measure Survey Reliability and Validity. New York: Sage.

Malhotra, N.K. (1999). Marketing Research. London: Prentice Hall.

Marsh, H. W. (1982). 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. (1987). Student’s evaluations of university teaching: Research findings, methodological issues, and directions for further research. International Journal of Educational Research, 11, 253–388.

Marsh, H. W. (2007). Students’ evaluations of university teaching: Dimensionality, reliability, validity, potential biases and usefulness. In R. P. Perry & J. C. Smart (Eds.), The scholarship of teaching and learning in higher education: An evidence-based perspective (pp. 319–383). New York: Springer.

Marsh, H. W., Muthèn, B., Asparouhov, T., Lüdtke, O., Robitzsch, A., Morin, A. J. S., & Trautwein, U. (2009). Exploratory structural equation modeling, integrating CFA and EFA: Application to students’ evaluations of university teaching. Structural Equation Modeling, 16, 439–476.

Marsh, H. W., & Roche, L A. (1997). Making students’ evaluations of teaching effec¬tiveness effective: The critical issues of validity, bias and utility. American Psychologist, 52, 1187–1197.

Mortelmans, D., & Spooren, P. (2009). A revalidation of the SET37-questionnaire for student evaluations of teaching. Educational Studies, 35, 547–552.

Newton J. (2007), What is quality?, in European University Association (a cura di), Embedding quality culture in higher education. A selection of papers from the 1st European Forum for Quality Assurance, Brussels.

Nunnally, J.C. (1978), Psychometric Theory. New York: McGraw-Hill.

Onwuegbuzie, A. J., Witcher, A. E., Collins, K. M. T., Filer, J. D., Wiedmaier, C. D., & Moore, C. W. (2007). Students’ perceptions of characteristics of effective college teachers: A validity study of a teaching evaluation form using a mixed-methods analysis. American Educational Research Journal, 44, 113–160.

Pozo-Munoz, C., Rebolloso-Pacheco, E., & Fernandez-Ramirez, B. (2000). The “Ideal Teacher”. Implications for student evaluations of teaching effectiveness. Assessment & Evaluation in Higher Education, 25, 253–263.

Ramsden, P. (1991). A performance indicator of teaching quality in higher education: The Course Experience Questionnaire. Studies in Higher Education, 16, 129-150.

Rindermann, H. & Schofield, N. (2001). Generalizability of multidimensional student ratings of university instruction across courses and teachers. Research in Higher Education, 42, 377-399.

Roche, L., & Marsh, W. H. (2000). Multiple dimensions of University teacher self-concept: construct validation and the influence of students’ evaluations of teaching. Instructional Science, 28, 439-468.

Saroyan, A., Amundsen, C. (2001). Evaluating University teaching: time to take stock. Assessment and Evaluation in Higher Education, 26, 341-353.

Semeraro, R. (2006a). Paradigmi scientifici, rivisitazioni metodologiche, approcci multidimensionali. Milano: FrancoAngeli.

Semeraro, R. (2006b) (Ed.). Valutazione e qualità della didattica universitaria. Le prospettive nazionali e internazionali. Milano: FrancoAngeli.

Semeraro, R. (2006c) (Ed.). La valutazione della didattica universitaria. Docenti e studenti protagonisti in un percorso di ricerca. Milano: FrancoAngeli.

Smith, S. W., Yoo, J. H., Farr, A. C., Salmon, C. T., & Miller, V. D. (2007). The influ¬ence of student sex and instructor sex on student ratings of instructors: Results from a college of communication. Women’s Studies in Communication, 30, 64–77.

Spooren, P. (2010). On the credibility of the judge. A cross-classified multilevel anal¬ysis on student evaluations of teaching. Studies in Educational Evaluation, 36, 121–131.

Spooren, P., Brockx, B., & Mortelmans, D. (2013). On the validity of student evaluation of teaching: The state of the art. Review of Educational Research, 83 (4), 598-642.

Svinicki, M., & McKeachie, W. J. (2011). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (13th ed.). Belmont, CA: Wadsworth.

Theall, M. & Franklin, J. (2007) (Eds.). Student ratings of instruction: Issues for improving practice: New Directions for Teaching and Learning. San Francisco: Jossey-Bass.

Toland, M. & de Ayala, R.J. (2005). A multilevel factor analysis of students'evaluations of teaching. Educational and Psychological Measurement, 65, 272-296.

Zabaleta, F. (2007). The use and misuse of student evaluations of teaching. Teaching in Higher Education, 12 (1), 55–76.