| Abstract: | Presented a procedure and rationale for evaluating college teaching using behaviorally anchored rating scales. In Stage 1 (n = 38 undergraduates), 9 independent dimensions important for teaching evaluation and representative behavioral incidents were identified. In Stage 2 (n = 54 undergraduates), incidents were allocated to dimensions. In Stage 3 (n = 139 undergraduates), incidents were evaluated on a scale representing effective teaching. Items with low standard deviations were retained for the final scales. The underlying notions of the resulting scales and the advantages of using the behavioral expectation procedure relative to other procedures are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
