Validity of Student Instructional Ratings

Publisher Website
Google Scholar
Abstract
The final exam performances of seven sections of introductory calculus were compared with student ratings of the instructors. The ratings were made by a mail survey; half of the students were contacted during the last week of classes and the other half during the first week of the subsequent term. The ratings made at the two different times were not reliably different. Although both sets of ratings correlated positively with final exam performance, the ratings made during the first week of the subsequent quarter showed the stronger relationship. Additional analyses indicated that this positive relationship was not dependent on the student's individual grades.