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) :
- 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
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.
5. Résumé (facultatif)