A meta-validation model for assessing the score-validity of student teaching evaluations |
| |
| Authors: | Anthony J Onwuegbuzie Larry G Daniel Kathleen M T Collins |
| |
| Institution: | (1) Department of Educational Leadership and Counseling, Sam Houston State University, Huntsville, TX 77341–2119, USA;(2) College of Education and Human Services, University of North Florida, 4567 St. Johns Bluff Road, South, Schultz Hall 9/2543, Jacksonville, FL 32224-2676, USA;(3) College of Education and Health Professions, Department of Curriculum and Instruction, University of Arkansas at Fayetteville, 310 Peabody Hall, Fayetteville, AR 72701, USA |
| |
| Abstract: | 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. |
| |
| Keywords: | Teaching evaluations Formative evaluation Summative evaluation Meta-validity model Meta-validity analysis |
| 本文献已被 SpringerLink 等数据库收录！ |
|
