The Echo Approach in Developing Items for Student Evaluation of Teaching Performance

Abstract

This article illustrates the application of the Echo approach, originally designed to identify values of different cultures and subcultures, to the generation of questionnaire items for students to evaluate faculty teaching performance. Students preferred items generated using the Echo method over faculty-designed items and items developed by students without prompts. The Echo-generated items also exhibited higher test–retest reliability than items generated in other ways.