THE VALIDATION OF A TEACHING-EFFECTIVENESS MEASURE IN TWO BUSINESS SCHOOLS.

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Abstract
The results of this preliminary investigation suggest that it is possible to develop items demonstrating high validity in terms of student perceptions of HIGH and LOW learning classroom experiences. The items demonstrating the highest validities, however, appear to be very general evaluative reactions to the instructor and the course. Items describing specific behaviors of the instructor or specific attributes of the course materials tended to show low empirical validities. Indeed, a number of items which have traditionally been treated as face valid failed to demonstrate minimal levels of empirical validity in this investigation. The results also suggest that the validities of many items are situation specific. In several cases the sign of an item's DI changed direction between groups suggesting that the same attribute can have entirely different meanings for different student populations. These results suggest that validation should take place in the specific environment in which the items are to be used and demonstrate the danger of adopting evaluation instruments developed and validated in other institutions.

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