Judith D Aubrecht
Biographic Data
| ID | 9252952 |
|---|---|
| NAME | Judith D Aubrecht |
| GIVEN NAMES | Judith D |
| FAMILY NAME | Aubrecht |
| SIGNATURE | AUBRECHT J D |
| AFFILIATIONS | Kansas State University |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 1986 |
| H-INDEX | 0 |
High School Student Ratings of Teaching Effectiveness Compared with Teacher Self-Ratings
Two classes of each of four hundred high school teachers were rated for teaching effectiveness by the teachers and by their students using the same instrument. Considerable interrater reliability was found across classes between student and teacher ratings on each item. Overall student-teacher agreement on relative ratings of items was good, as was within-class agreement. Modest interrater reliability was found item by item between teachers and s…
A Comparison of High School Student Ratings of Teaching Effectiveness with Teacher Self-Ratings
Two classes of each of four hundred high school teachers were rated for teaching effectiveness by the teachers and by their students using the same instrument. Separate factor analyses yielded highly similar underlying dimensions. Convergent validity coefficients were significant for all factors. These findings provide support for the validity of high school student ratings of instruction
Discriminant and Convergent Validity of High School Student Ratings of Instruction
Two studies addressed the construct validity of the IDEA Form H Survey with which high school students rate instruction. Both studies provided indirect evidence of the validity of this instrument as a measure of student progress on goals selected by the teacher of each class
Identifying and Adjusting for Biases in Student Evaluations of Instruction
Student evaluations of teaching effectiveness are widely used for improvement of instruction and for administrative decision-making. Several kinds of contaminating variables may influence these ratings. Criteria for identifying such contaminants are set forth. Results of a search for extraneous, biasing variables at the high school level are reported. Of the several potential extraneous influences studied, student motivation/preference and class …
No prominent works on this page.
Discriminant and Convergent Validity of High School Student Ratings of Instruction
Two studies addressed the construct validity of the IDEA Form H Survey with which high school students rate instruction. Both studies provided indirect evidence of the validity of this instrument as a measure of student progress on goals selected by the teacher of each class
Identifying and Adjusting for Biases in Student Evaluations of Instruction
Student evaluations of teaching effectiveness are widely used for improvement of instruction and for administrative decision-making. Several kinds of contaminating variables may influence these ratings. Criteria for identifying such contaminants are set forth. Results of a search for extraneous, biasing variables at the high school level are reported. Of the several potential extraneous influences studied, student motivation/preference and class …
High School Student Ratings of Teaching Effectiveness Compared with Teacher Self-Ratings
Two classes of each of four hundred high school teachers were rated for teaching effectiveness by the teachers and by their students using the same instrument. Considerable interrater reliability was found across classes between student and teacher ratings on each item. Overall student-teacher agreement on relative ratings of items was good, as was within-class agreement. Modest interrater reliability was found item by item between teachers and s…
A Comparison of High School Student Ratings of Teaching Effectiveness with Teacher Self-Ratings
Two classes of each of four hundred high school teachers were rated for teaching effectiveness by the teachers and by their students using the same instrument. Separate factor analyses yielded highly similar underlying dimensions. Convergent validity coefficients were significant for all factors. These findings provide support for the validity of high school student ratings of instruction
Mathematics education (4 works) · Psychology (4 works) · Class (philosophy) (3 works) · Evaluation of Teaching Practices (3 works) · Psychometrics (3 works) · Student Assessment and Feedback (3 works) · Teacher Education and Leadership Studies (3 works) · Test validity (3 works) · Artificial Intelligence (2 works) · Artificial Intelligence (2 works)