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American Journal of Physics

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written by LaDoris J. Lee, Manju E. Connolly, Melissa H. Dancy, Charles R. Henderson, and Warren M. Christensen
For decades, Student Evaluations of Instruction (or Teaching) have been used to evaluate the quality of teaching at universities and colleges nationwide. Often, student evaluations are the sole measurement of teaching quality in higher education, and as a result have been the subject of extensive study. While many of these investigations make claims about the correlations between student evaluations of instruction and student learning, the validity and reliability of both the methodologies and measurement tools in these studies is not clear. The study reported here uses research-based conceptual inventories, such as the Force Concept Inventory (FCI), to make the more rigorous claim that Student Evaluations of Instruction do not correlate with conceptual learning gains on the FCI. In addition, grading leniency by an instructor (i.e., giving easy A grades) does not correlate with increased student evaluations of instruction.
American Journal of Physics: Volume 86, Issue 7, Pages 531-535
Subjects Levels Resource Types
Education Foundations
- Achievement
- Assessment
= Instruments
- Research Design & Methodology
= Data
= Validity
- Student Characteristics
= Ability
= Affect
- Teacher Characteristics
- Graduate/Professional
- Reference Material
= Research study
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© 2018 American Association of Physics Teachers (AAPT)
DOI:
10.1119/1.5039330
Keywords:
BEMA, CSEM, FCI research, Force Concept Inventory, SEI research, SEI validity, student evaluation validity, student evaluations
Record Creator:
Metadata instance created July 6, 2022 by Lauren Bauman
Record Updated:
August 2, 2022 by Caroline Hall
Last Update
when Cataloged:
June 25, 2018
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ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
L. Lee, M. Connolly, M. Dancy, C. Henderson, and W. Christensen, , Am. J. Phys. 86 (7), 531 (2018), WWW Document, (https://doi.org/10.1119/1.5039330).
AJP/PRST-PER
L. Lee, M. Connolly, M. Dancy, C. Henderson, and W. Christensen, A comparison of student evaluations of instruction vs. students' conceptual learning gains, Am. J. Phys. 86 (7), 531 (2018), <https://doi.org/10.1119/1.5039330>.
APA Format
Lee, L., Connolly, M., Dancy, M., Henderson, C., & Christensen, W. (2018, June 25). A comparison of student evaluations of instruction vs. students' conceptual learning gains. Am. J. Phys., 86(7), 531-535. Retrieved July 22, 2024, from https://doi.org/10.1119/1.5039330
Chicago Format
Lee, L, M. Connolly, M. Dancy, C. Henderson, and W. Christensen. "A comparison of student evaluations of instruction vs. students' conceptual learning gains." Am. J. Phys. 86, no. 7, (June 25, 2018): 531-535, https://doi.org/10.1119/1.5039330 (accessed 22 July 2024).
MLA Format
Lee, LaDoris J., Manju E. Connolly, Melissa Dancy, Charles Henderson, and Warren M. Christensen. "A comparison of student evaluations of instruction vs. students' conceptual learning gains." Am. J. Phys. 86.7 (2018): 531-535. 22 July 2024 <https://doi.org/10.1119/1.5039330>.
BibTeX Export Format
@article{ Author = "LaDoris J. Lee and Manju E. Connolly and Melissa Dancy and Charles Henderson and Warren M. Christensen", Title = {A comparison of student evaluations of instruction vs. students' conceptual learning gains}, Journal = {Am. J. Phys.}, Volume = {86}, Number = {7}, Pages = {531-535}, Month = {June}, Year = {2018} }
Refer Export Format

%A LaDoris J. Lee %A Manju E. Connolly %A Melissa Dancy %A Charles Henderson %A Warren M. Christensen %T A comparison of student evaluations of instruction vs. students' conceptual learning gains %J Am. J. Phys. %V 86 %N 7 %D June 25, 2018 %P 531-535 %U https://doi.org/10.1119/1.5039330 %O text/html

EndNote Export Format

%0 Journal Article %A Lee, LaDoris J. %A Connolly, Manju E. %A Dancy, Melissa %A Henderson, Charles %A Christensen, Warren M. %D June 25, 2018 %T A comparison of student evaluations of instruction vs. students' conceptual learning gains %J Am. J. Phys. %V 86 %N 7 %P 531-535 %8 June 25, 2018 %U https://doi.org/10.1119/1.5039330


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