Roles
Student Authors
Colleen D. Boyle '15, Gettysburg College
Document Type
Article
Publication Date
3-23-2018
Department 1
Psychology
Abstract
Students and instructors show moderate levels of agreement about the quality of day-to-day teaching. In the present study, we replicated and extended this finding by asking how correspondence between student and instructor ratings is moderated by time of semester and student demographic variables. Participants included 137 students and 5 instructors. On 10 separate days, students and instructors rated teaching effectiveness and challenge level of the material. Multilevel modeling indicated that student and instructor ratings of teaching effectiveness converged overall, but more advanced students and Caucasian students converged more closely with instructors. Student and instructor ratings of challenge converged early but diverged later in the semester. These results extend our knowledge about the connection between student and faculty judgments of teaching.
Copyright Note
This is the author's version of the work. This publication appears in Gettysburg College's institutional repository by permission of the copyright owner for personal use, not for redistribution.
DOI
10.1177/0098628318762862
Version
Version of Record
Recommended Citation
Cain, K. M., Wilkowski, B. M., Barlett, C. P., Boyle, C. D., & Meier, B. P. (2018). Do We See Eye to Eye? Moderators of Correspondence Between Student and Faculty Evaluations of Day-to-Day Teaching. Teaching of Psychology, 45(2), 107–114.
Required Publisher's Statement
This article is available on the publisher's website: https://journals.sagepub.com/doi/abs/10.1177/0098628318762862?journalCode=topa#articleCitationDownloadContainer