The Factorial Validity of Student Ratings in Faculty Promotions

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Abstract
The Berkeley student evaluation questionnaire by Hildebrand, Wilson, and Dienst was modified to reflect the Whitely-Doyle factorial structure of implicit theories students hold about teaching characteristics of their instructors. Evidence of factorial validity with respect to hierarchial order of faculty academic ranks was found for factors pertaining to the knowledge of the subject matter and expositional skills. With respect to these factors, student ratings appear to be valid indicators of teaching competency, admissible as evidence to be used for faculty promotion decisions.

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