Marsh Roche 1997

Making students’evaluations of teaching effectiveness effective

1. Références

• Référence complète APA : Marsh, H. W., & Roche, L. A. (1997). Making students’evaluations of teaching effectiveness effective. American Psychologist, 55(11), 1187-1197.

• Auteur(s) : Herbert Marsh & .. Roche

• Revue :

2. Copies

• Copie en ligne : http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.458.6412&rep=rep1&type=pdf

• Copie locale : Fichier:Marsh Roche 1997.pdf

• Copie physique :

3. Mots-clés

• évaluation de l'enseignement

4. Abstract

This article reviews research indicating that, under appropriate conditions, students' evaluations of teaching (SETs) are (a) multidimensional; (b) reliable and stable; (c) primarily a function of the instructor who teaches a course rather than the course that is taught; (d) relatively valid against a variety of indicators of effective teaching; (e) relatively unaffected by a variety of variables hypothesized as potential biases (e.g., grading leniency, class size, workload, prior subject interest); and (f) useful in improving teaching effectiveness when SETS are coupled with appropriate consultation. The authors recommend rejecting a narrow criterion-related approach to validity and adopting a broad construct-validation approach, recognizing that effective teaching and SETs that reflect teaching effectiveness are multidimensional; no single criterion of effective teaching is sufficient; and tentative interpretations of relations with validity criteria and potential biases should be evaluated critically in different contexts, in relation to multiple criteria of effective teaching, theory, and existing knowledge.