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Brief Notes: Comparative Judgment Scaling of Student Course Ratings1:

Brief Notes: Comparative Judgment Scaling of Student Course Ratings1: American Educational Research Journal Spring 1973, Vol. 10, No. 2, Pp. 149-154 Brief Notes Comparative Judgment Scaling of Student Course Ratings1 PETER W. PREY Northwestern University There are a number of potential uses for student course-rating information (Costin, Greenough, & Menges, 1971, p. 512). The two most common uses are as feedback information for the teacher and as evaluation evidence for faculty committes. To be maximally useful as feedback information for the instructor, the student ratings should be elicited by a questionnaire which has been designed or at least partially designed by the instructor involved. This is helpful because the instructor usually desires information about specific aspects of the course which may be unique to that course as taught that particular year. To be maximally useful as information for an evaluation committee, student ratings should be elicited by a questionnaire which can be adminis­ tered to the entire faculty. The items on the questionnaire should be sufficiently general as to be useful in comparing courses both within and between disciplines. Such a questionnaire should be brief (20 or fewer items), should place emphasis on observable aspects of the instructor's behavior, and iThis research was supported by a grant from http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Brief Notes: Comparative Judgment Scaling of Student Course Ratings1:

American Educational Research Journal , Volume 10 (2): 6 – Nov 23, 2016

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Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312010002149
Publisher site
See Article on Publisher Site

Abstract

American Educational Research Journal Spring 1973, Vol. 10, No. 2, Pp. 149-154 Brief Notes Comparative Judgment Scaling of Student Course Ratings1 PETER W. PREY Northwestern University There are a number of potential uses for student course-rating information (Costin, Greenough, & Menges, 1971, p. 512). The two most common uses are as feedback information for the teacher and as evaluation evidence for faculty committes. To be maximally useful as feedback information for the instructor, the student ratings should be elicited by a questionnaire which has been designed or at least partially designed by the instructor involved. This is helpful because the instructor usually desires information about specific aspects of the course which may be unique to that course as taught that particular year. To be maximally useful as information for an evaluation committee, student ratings should be elicited by a questionnaire which can be adminis­ tered to the entire faculty. The items on the questionnaire should be sufficiently general as to be useful in comparing courses both within and between disciplines. Such a questionnaire should be brief (20 or fewer items), should place emphasis on observable aspects of the instructor's behavior, and iThis research was supported by a grant from

Journal

American Educational Research JournalSAGE

Published: Nov 23, 2016

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