Peter W Frey
Biographic Data
| ID | 5180431 |
|---|---|
| NAME | Peter W Frey |
| GIVEN NAMES | Peter W |
| FAMILY NAME | Frey |
| SIGNATURE | FREY P W |
| AFFILIATIONS | Northwestern University |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1973 |
| LATEST PUBLICATION YEAR | 1976 |
| H-INDEX | 2 |
Validity of Student Instructional Ratings
The final exam performances of seven sections of introductory calculus were compared with student ratings of the instructors. The ratings were made by a mail survey; half of the students were contacted during the last week of classes and the other half during the first week of the subsequent term. The ratings made at the two different times were not reliably different. Although both sets of ratings correlated positively with final exam performanc…
Student Ratings of Instruction
Correlations between instructional ratings and exam performance at three universities indicated that three rating factors (student accomplishment, presentation clarity, and organization-planning) correlated highly with educational achievement. These rating factors were derived by a factor analysis of a 21-item questionnaire. Separate analyses of the relationship between instructional ratings and student characteristics indicated that the student’…
Brief Notes
Comparative Judgment Scaling of Student Course Ratings
There are a number of potential uses for student course-rating information (Costin, Greenough, & Menges, 1971, p. 512). The two most common uses are as feedback information for the teacher and as evaluation evidence for faculty committes. To be maximally useful as feedback information for the instructor, the student ratings should be elicited by a questionnaire which has been designed or at least partially designed by the instructor involved. Thi…
Student Ratings of Instruction
Correlations between instructional ratings and exam performance at three universities indicated that three rating factors (student accomplishment, presentation clarity, and organization-planning) correlated highly with educational achievement. These rating factors were derived by a factor analysis of a 21-item questionnaire. Separate analyses of the relationship between instructional ratings and student characteristics indicated that the student’…
Validity of Student Instructional Ratings
The final exam performances of seven sections of introductory calculus were compared with student ratings of the instructors. The ratings were made by a mail survey; half of the students were contacted during the last week of classes and the other half during the first week of the subsequent term. The ratings made at the two different times were not reliably different. Although both sets of ratings correlated positively with final exam performanc…
Brief Notes
Comparative Judgment Scaling of Student Course Ratings
There are a number of potential uses for student course-rating information (Costin, Greenough, & Menges, 1971, p. 512). The two most common uses are as feedback information for the teacher and as evaluation evidence for faculty committes. To be maximally useful as feedback information for the instructor, the student ratings should be elicited by a questionnaire which has been designed or at least partially designed by the instructor involved. Thi…
Student Ratings of Instruction
Correlations between instructional ratings and exam performance at three universities indicated that three rating factors (student accomplishment, presentation clarity, and organization-planning) correlated highly with educational achievement. These rating factors were derived by a factor analysis of a 21-item questionnaire. Separate analyses of the relationship between instructional ratings and student characteristics indicated that the student’…
Validity of Student Instructional Ratings
The final exam performances of seven sections of introductory calculus were compared with student ratings of the instructors. The ratings were made by a mail survey; half of the students were contacted during the last week of classes and the other half during the first week of the subsequent term. The ratings made at the two different times were not reliably different. Although both sets of ratings correlated positively with final exam performanc…
Evaluation of Teaching Practices (4 works) · Mathematics education (4 works) · Psychology (4 works) · Academic achievement (3 works) · Communication in Education and Healthcare (2 works) · Course (navigation (2 works) · Mathematics (2 works) · Online and Blended Learning (2 works) · Scaling (2 works) · Statistics (2 works)