| Abstract: | The author (1981) reviews 4 studies concerning his paradigm for studying the applicability of 2 North American instruments designed to measure students' evaluations of university-teaching effectiveness in different countries. Across the 4 studies (1) all items were judged to be appropriate by a large majority of the students; (2) all items were selected by some students as being most important; (3) there was a surprising consistency in the items judged to be less appropriate and most important; (4) all but the Workload/Difficulty items clearly differentiated between good and poor instructors; (5) factor analyses generally replicated the factors that each instrument was designed to measure; and (6) multitrait–multimethod analyses demonstrated strong support for both the convergent and divergent validity of responses to the 2 instruments. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
