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Literature DB >> 28496273

Predictive Relationships Between Students' Evaluation Ratings and Course Satisfaction.

Catherine B Terry¹, Keri L Heitner², Leslie A Miller³, Clea Hollis³.

Abstract

Objective. To assess the reliability and validity of course evaluation data. Methods. A correlation study was conducted using archival data from pharmacy student course evaluations. Bivariate relationships between eight course-rating items and overall rating item and the extent to which course type, level, and grade point average moderated these relationships were analyzed. Results. Significant bivariate relationships were found between the eight course evaluation rating variables and the overall course rating variable. Pharmacy practice course type significantly moderated the relationship between all predictor and criterion variables. Conclusion. Pharmacy school administrators should consider individual course evaluation item ratings when making decisions regarding course offerings or faculty promotion and tenure.

Keywords: curriculum evaluation; instructor evaluation; program evaluation; reliability of course evaluations; validity of course evaluations

Mesh：

Year: 2017 PMID： 28496273 PMCID： PMC5423069 DOI： 10.5688/ajpe81353

Source DB: PubMed Journal: Am J Pharm Educ ISSN： 0002-9459 Impact factor: 2.047

11 in total

1. An index of students' satisfaction with instruction.

Authors: J H Shores; M Clearfield; J Alexander
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2. Identifying the attributes of instructional quality in ambulatory teaching sites: a validation study of the MedEd IQ.

Authors: Paul A James; Clarence D Kreiter; Judith Shipengrover; Jesse Crosson
Journal: Fam Med Date: 2002-04 Impact factor: 1.756

Review 3. How reliable are assessments of clinical teaching? A review of the published instruments.

Authors: Thomas J Beckman; Amit K Ghosh; David A Cook; Patricia J Erwin; Jayawant N Mandrekar
Journal: J Gen Intern Med Date: 2004-09 Impact factor: 5.128

4. Interpreting course evaluation results: insights from thinkaloud interviews with medical students.

Authors: Susan Billings-Gagliardi; Susan V Barrett; Kathleen M Mazor
Journal: Med Educ Date: 2004-10 Impact factor: 6.251

5. The influences of course effort, mastery and performance goals, grade expectancies, and earned course grades on student ratings of course satisfaction.

Authors: Soren Svanum; Carrie Aigner
Journal: Br J Educ Psychol Date: 2011-01-06

2. Development and implementation of a formative instructional coaching program using the Teaching Practices Inventory within a health professions program.

Authors: Amanda A Olsen; Kathryn A Morbitzer; Skye Zambrano; Jacqueline M Zeeman; Adam M Persky; Antonio Bush; Jacqueline E McLaughlin
Journal: BMC Med Educ Date: 2022-07-16 Impact factor: 3.263

2 in total

Predictive Relationships Between Students' Evaluation Ratings and Course Satisfaction.

1. An index of students' satisfaction with instruction.

2. Identifying the attributes of instructional quality in ambulatory teaching sites: a validation study of the MedEd IQ.

Review 3. How reliable are assessments of clinical teaching? A review of the published instruments.

4. Interpreting course evaluation results: insights from thinkaloud interviews with medical students.

5. The influences of course effort, mastery and performance goals, grade expectancies, and earned course grades on student ratings of course satisfaction.

6. Factors influencing residents' evaluations of clinical faculty member teaching qualities and role model status.

7. Evaluation, assessment, and outcomes in pharmacy education: the 2007 AACP Institute.

Review 8. Faculty development in the health professions: conclusions and recommendations.

9. Factorial validation of a widely disseminated educational framework for evaluating clinical teachers.

10. Measuring attending physician performance in a general medicine outpatient clinic.

1. Effect of Course Structure on the Accuracy of Nonsterile Compounded Preparations.

2. Development and implementation of a formative instructional coaching program using the Teaching Practices Inventory within a health professions program.