Student Ratings as Criteria for Effective Teaching

Abstract

Considerable concern has been generated in many quarters about the use of student ratings as criteria for effective teaching. In the present study, a rating instrument was administered to students in a multi-section beginning language course. “Across-” and “between-sections” data were studied for generalizability and validity. The results indicated that student ratings overlap with one of the principal criteria of teaching effectiveness, namely, class-room achievement, yet possess a unique component. Ramifications of the “across” and “between” distinction were explored.