| Abstract: | Examined the generalizability and validity of student (N?=?485) ratings by studying within-class and between-classes correlations of ratings with other variables for regular faculty teaching lecture courses as well as for graduate assistants teaching recitation sections. Results indicate that most ratings were highly generalizable but only some were related to learning and that certain aspects of both generalizability and validity varied with instructor's role and with level of data. The implications of these findings for the evaluation of teaching are discussed with reference to 2 alternative paradigms: construct validity and criterion development. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
