Research that led to the development of an instrument and a program for collecting students' evaluations of college/university teaching is summarized. The current version of Students' Evaluation of Educational Quality (SEEQ), which is appended, was developed at the University of Southern California (USC). (The first SEEQ was developed at the…

Student evaluations of teacher effectiveness have been accepted by instructors as helpful indicators of performance, but their validity and use in tenure and promotion decisions has been questioned by faculty. Students and instructors in 207 social science courses completed evaluations of instructional effectiveness at the conclusion of the…

To determine the relationship between 16 background variables and students' evaluations of instruction, a questionnaire was completed in 511 undergraduate courses at the University of Southern California, Los Angeles. Student variables, including grade point average, class size, expected grade, and prior subject interest, rarely explained 10% of…

Existing research posits multiple dimensions of bullying and victimization but has not identified well-differentiated facets of these constructs that meet standards of good measurement: goodness of fit, measurement invariance, lack of differential item functioning, and well-differentiated factors that are not so highly correlated as to detract…

Campbell and Fiske (1959) developed four criteria of construct validity when measures of more than one trait are obtained with more than one method. In this study these criteria are compared with two other procedures--an analysis of variance (ANOVA) model and confirmatory factor analysis--for analyzing multitrait-multimethod (MTMM) data. The…

Nominations made by graduating seniors for most and least outstanding instructors were compared with university-wide instructional evaluations adopted the following year. The findings offer support for the validity of students' evaluations because the distinction between instructors nominated most outstanding and least outstanding by graduating…

Reviews research on the multidimensionality of effective teaching and student ratings. Recommends the adoption of a broad construct approach to evaluation of validity criteria and potential biases in different contexts, especially in relation to multiple criteria of effective teaching, theory, and existing knowledge. (MMU)

Results of this study demonstrate student-instructor agreement on evaluations of teaching effectiveness, support the validity of student ratings for both graduate and undergraduate courses, and emphasize the importance of using multifactor rating scales that are derived through the application of factor analysis. (Author/AL)

An Australian study and a Canadian study evaluated the ability of significant others to infer multiple dimensions of self-concept of university students accurately. Subjects were 151 Australian and 941 Canadian university students. Four factor analyses (self- and other-responses by Australians and Canadians) all clearly identified the 13 factors…

A multitrait-multimethod (MTMM) matrix was formed in which nine evaluation dimensions were the multiple traits, and different offerings of the same course were the multiple methods. Findings from the MTMM analysis and confirmatory factor analysis provide strong evidence for the multidimensionality of student ratings. (Author/BW)

Test-retest data (six-month interval) collected on preadolescent student self-concepts, teachers' ratings of student self-concepts, and academic ability provided strong support for the construct validity of self-concept. The multiple dimensions of self-concept showed a logical and consistent pattern of relationships with a variety of criteria.…

This study employed a multi-cohort multi-occasion (MCMO) design to measure self-concept and academic achievement among 5- and 6-year-olds. Preliminary findings from the first two waves of data were used to examine: (1) the structure and development of a multidimensional self-concept; (2) the stability of self-concept responses over time; (3) the…

The applicability of a Chinese translation of the Students' Evaluation of Educational Quality (SEEQ) (H. W. Marsh, 1982 and later) and the generality of findings based on North American research were studied with 844 students at the Chinese University of Hong Kong. Results support the use of the SEEQ in this Chinese setting. (SLD)

College students evaluated teaching effectiveness at the end of course and one year after graduation. Results showed variance attributable to the specific instructor was much larger than that due either to course level or course type for both end-of-term and follow-up ratings, and the effects were stable. (Author/RL)

The Self-Description Questionnaire (SDQ), a multidimensional instrument designed to measure seven facets of self-concept hypothesized in Shavelson's hierarchical model was administered to fifth- and sixth-grade students. Teachers also evaluated each student's self-concept along the same dimensions. There was substantial student-teacher agreement…