Document Type
Article
Publication Date
Summer 1996
Publication Source
The Review of Higher Education
Abstract
The purpose of this study was to examine how undergraduate students interpret the items on a faculty evaluation instrument. Most research on faculty evaluation is quantitative (Marsh and Bailey 1993). Our first study was also quantitative. After we produced a profile of quantitative ratings of faculty by students across all departments in our university in an earlier study, we wanted to go beneath the numbers to their meaning. We designed the present qualitative study to investigate what the items on that form meant to students.
Inclusive pages
411-433
ISBN/ISSN
0162-5748
Document Version
Published Version
Copyright
Copyright © 1996, Association for the Study of Higher Education
Publisher
Johns Hopkins University Press
Volume
19
Issue
4
Peer Reviewed
yes
eCommons Citation
Ridenour, Carolyn and Blatt, Stephen J., "Meanings Underlying Student Ratings of Faculty" (1996). Educational Leadership Faculty Publications. 101.
https://ecommons.udayton.edu/eda_fac_pub/101
Included in
Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Higher Education Commons, Higher Education and Teaching Commons
Comments
This document is provided for download in compliance with the publisher's policy on self-archiving. Permission documentation is on file.