Structure of the Teaching Analysis by Students (Tabs)

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Abstract
Recent trends in student-based evaluation of instruction indicate interest in diagnostic aspects of teacher behavior in the classroom. The Teaching Analysis By Students (TABS) was administered to 2096 students enrolled in 90 courses at the University of Hawaii. Thirty-nine (36 diagnostic, three criterion) ratings were factor analyzed, and seven factors were rotated with Varimax. The factors were labeled Accountability, Communication Facilitator, Dynamism/Flexibility, General Instructor Impact, Closure/Pacing, Openness, and Communication Skill. The factors divided into two broad categories: management of information and management of interpersonal relations. Stepwise multiple regression was employed to predict three criterion ratings: instructor impact (R # .72), course impact (R # .64), and cognitive and affective growth (R # .52). The findings supported the view that specific instructor behaviors are related to educational outcomes.

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