Measuring Teaching Effectiveness: Correspondence Between Students’ Evaluations of Teaching and Different Measures of Student Learning
Abstract Relating students’ evaluations of teaching (SETs) to student learning as an approach to validate SETs has produced inconsistent results. The present study tested the hypothesis that the strength of association of SETs and student learning varies with the criteria used to indicate student le...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Stehle, Sebastian [verfasserIn] |
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| Format: |
Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2012 |
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| Schlagwörter: |
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| Anmerkung: |
© Springer Science+Business Media, LLC 2012 |
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| Übergeordnetes Werk: |
Enthalten in: Research in higher education - Springer Netherlands, 1973, 53(2012), 8 vom: 16. Feb., Seite 888-904 |
|---|---|
| Übergeordnetes Werk: |
volume:53 ; year:2012 ; number:8 ; day:16 ; month:02 ; pages:888-904 |
| Links: |
|---|
| DOI / URN: |
10.1007/s11162-012-9260-9 |
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OLC203858687X |
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| 520 | |a Abstract Relating students’ evaluations of teaching (SETs) to student learning as an approach to validate SETs has produced inconsistent results. The present study tested the hypothesis that the strength of association of SETs and student learning varies with the criteria used to indicate student learning. A multisection validity approach was employed to investigate the association of SETs and two different criteria of student learning, a multiple-choice test and a practical examination. Participants were N = 883 medical students, enrolled in k = 32 sections of the same course. As expected, results showed a strong positive association between SETs and the practical examination but no significant correlation between SETs and multiple-choice test scores. Furthermore, students’ subjective perception of learning significantly correlated with the practical examination score whereas no relation was found for subjective learning and the multiple choice test. It is discussed whether these results might be due to different measures of student learning varying in the degree to which they reflect teaching effectiveness. | ||
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10.1007/s11162-012-9260-9 doi (DE-627)OLC203858687X (DE-He213)s11162-012-9260-9-p DE-627 ger DE-627 rakwb eng 370 VZ 24,2 5,3 ssgn Stehle, Sebastian verfasserin aut Measuring Teaching Effectiveness: Correspondence Between Students’ Evaluations of Teaching and Different Measures of Student Learning 2012 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer Science+Business Media, LLC 2012 Abstract Relating students’ evaluations of teaching (SETs) to student learning as an approach to validate SETs has produced inconsistent results. The present study tested the hypothesis that the strength of association of SETs and student learning varies with the criteria used to indicate student learning. A multisection validity approach was employed to investigate the association of SETs and two different criteria of student learning, a multiple-choice test and a practical examination. Participants were N = 883 medical students, enrolled in k = 32 sections of the same course. As expected, results showed a strong positive association between SETs and the practical examination but no significant correlation between SETs and multiple-choice test scores. Furthermore, students’ subjective perception of learning significantly correlated with the practical examination score whereas no relation was found for subjective learning and the multiple choice test. It is discussed whether these results might be due to different measures of student learning varying in the degree to which they reflect teaching effectiveness. Students’ evaluations of teaching SETs Teaching effectiveness Student learning Spinath, Birgit aut Kadmon, Martina aut Enthalten in Research in higher education Springer Netherlands, 1973 53(2012), 8 vom: 16. Feb., Seite 888-904 (DE-627)129445762 (DE-600)196017-9 (DE-576)9129445760 0361-0365 nnns volume:53 year:2012 number:8 day:16 month:02 pages:888-904 https://doi.org/10.1007/s11162-012-9260-9 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-HSW GBV_ILN_4012 GBV_ILN_4193 AR 53 2012 8 16 02 888-904 |
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10.1007/s11162-012-9260-9 doi (DE-627)OLC203858687X (DE-He213)s11162-012-9260-9-p DE-627 ger DE-627 rakwb eng 370 VZ 24,2 5,3 ssgn Stehle, Sebastian verfasserin aut Measuring Teaching Effectiveness: Correspondence Between Students’ Evaluations of Teaching and Different Measures of Student Learning 2012 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer Science+Business Media, LLC 2012 Abstract Relating students’ evaluations of teaching (SETs) to student learning as an approach to validate SETs has produced inconsistent results. The present study tested the hypothesis that the strength of association of SETs and student learning varies with the criteria used to indicate student learning. A multisection validity approach was employed to investigate the association of SETs and two different criteria of student learning, a multiple-choice test and a practical examination. Participants were N = 883 medical students, enrolled in k = 32 sections of the same course. As expected, results showed a strong positive association between SETs and the practical examination but no significant correlation between SETs and multiple-choice test scores. Furthermore, students’ subjective perception of learning significantly correlated with the practical examination score whereas no relation was found for subjective learning and the multiple choice test. It is discussed whether these results might be due to different measures of student learning varying in the degree to which they reflect teaching effectiveness. Students’ evaluations of teaching SETs Teaching effectiveness Student learning Spinath, Birgit aut Kadmon, Martina aut Enthalten in Research in higher education Springer Netherlands, 1973 53(2012), 8 vom: 16. Feb., Seite 888-904 (DE-627)129445762 (DE-600)196017-9 (DE-576)9129445760 0361-0365 nnns volume:53 year:2012 number:8 day:16 month:02 pages:888-904 https://doi.org/10.1007/s11162-012-9260-9 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-HSW GBV_ILN_4012 GBV_ILN_4193 AR 53 2012 8 16 02 888-904 |
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Abstract Relating students’ evaluations of teaching (SETs) to student learning as an approach to validate SETs has produced inconsistent results. The present study tested the hypothesis that the strength of association of SETs and student learning varies with the criteria used to indicate student learning. A multisection validity approach was employed to investigate the association of SETs and two different criteria of student learning, a multiple-choice test and a practical examination. Participants were N = 883 medical students, enrolled in k = 32 sections of the same course. As expected, results showed a strong positive association between SETs and the practical examination but no significant correlation between SETs and multiple-choice test scores. Furthermore, students’ subjective perception of learning significantly correlated with the practical examination score whereas no relation was found for subjective learning and the multiple choice test. It is discussed whether these results might be due to different measures of student learning varying in the degree to which they reflect teaching effectiveness. © Springer Science+Business Media, LLC 2012 |
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Abstract Relating students’ evaluations of teaching (SETs) to student learning as an approach to validate SETs has produced inconsistent results. The present study tested the hypothesis that the strength of association of SETs and student learning varies with the criteria used to indicate student learning. A multisection validity approach was employed to investigate the association of SETs and two different criteria of student learning, a multiple-choice test and a practical examination. Participants were N = 883 medical students, enrolled in k = 32 sections of the same course. As expected, results showed a strong positive association between SETs and the practical examination but no significant correlation between SETs and multiple-choice test scores. Furthermore, students’ subjective perception of learning significantly correlated with the practical examination score whereas no relation was found for subjective learning and the multiple choice test. It is discussed whether these results might be due to different measures of student learning varying in the degree to which they reflect teaching effectiveness. © Springer Science+Business Media, LLC 2012 |
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Abstract Relating students’ evaluations of teaching (SETs) to student learning as an approach to validate SETs has produced inconsistent results. The present study tested the hypothesis that the strength of association of SETs and student learning varies with the criteria used to indicate student learning. A multisection validity approach was employed to investigate the association of SETs and two different criteria of student learning, a multiple-choice test and a practical examination. Participants were N = 883 medical students, enrolled in k = 32 sections of the same course. As expected, results showed a strong positive association between SETs and the practical examination but no significant correlation between SETs and multiple-choice test scores. Furthermore, students’ subjective perception of learning significantly correlated with the practical examination score whereas no relation was found for subjective learning and the multiple choice test. It is discussed whether these results might be due to different measures of student learning varying in the degree to which they reflect teaching effectiveness. © Springer Science+Business Media, LLC 2012 |
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