A meta-validation model for assessing the score-validity of student teaching evaluations
A meta-validation model for assessing the score-validity of student teaching evaluations
复制标题
评估学生教学评估分数有效性的元验证模型
DOI：
10.1007/s11135-007-9112-4
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发表时间：
2009
影响因子：
--
通讯作者：
Kathleen M. T. Collins
中科院分区：
文献类型：
--
作者：
A. Onwuegbuzie;L. Daniel;Kathleen M. T. Collins
事实上，美国的每一所高等教育机构都使用某种类型的学生教学评估（STE）工具作为评估教师在课程中的教学表现的一种手段。不幸的是，许多管理人员和教师误解了STE评级。因此，本文提供了一个全面的批评STE工具。特别是，我们建立在梅西克的（教育测量，麦克米伦，页。13-103，and Messick（Am.心理学、50，741-749，1995，1989）有效性的概念化，以产生我们所称的元有效性模型，该元有效性模型将内容、标准和结构相关的有效性细分为几个证据区域。我们使用我们的元效度模型进行元效度分析的STE。具体而言，我们评估了评分效度的STE的基础上，从现存的文献中的结果。我们得出的结论是，强有力的证据已提供方面的标准相关的有效性，但是，在大多数情况下，弱或不充分的证据已提供方面的内容相关和结构相关的有效性。这严重质疑了STE的分数有效性和实用性。
Virtually every institution of higher education in the US uses some type of student teaching evaluation (STE) instrument as a means of assessing instructors’ instructional performance in courses. Unfortunately, many administrators and faculty misinterpret STE ratings. Therefore, the present article provides a comprehensive critique of STE instruments. In particular, we build on Messick’s (Educational Measurement, MacMillan, pp. 13–103, and Messick (Am. Psychol., 50, 741–749, 1995, 1989) conceptualization of validity to yield what we refer to as a meta-validity model that subdivides content-, criterion-, and construct-related validity into several areas of evidence. We use our meta-validity model to conduct a meta-validity analysis of STEs. Specifically, we assessed the score-validity of STEs based on findings from the extant literature. We conclude that strong evidence has been provided with respect to areas of criterion-related validity; however, for the most part, weak or inadequate evidence has been provided with regard to areas of both content-related and construct-related validity. This seriously calls into question both the score-validity and utility of STEs.
评分宽大是学生评分中可去除的污染物。
DOI：
10.1037//0003-066x.52.11.1209
发表时间：
1997
期刊：
The American psychologist
影响因子：
--
作者：
Greenwald,AG;Gillmore,GM
通讯作者：
Gillmore,GM