Abstract
Tenure, promotion, and salary decisions are influenced by student ratings of instructors (SRIs) (McKeachie, 1979; Theall & Franklin, 1990; Yao, Weissinger & Grady, 2003). The literature addressing their validity, as a consequence, is voluminous (Marsh, 1987; Seldin, 1997; Silverman, 2001). From one institution of higher education to the next, however, the evaluation instruments take on different formats and address different aspects of teaching and teacher quality. And, from one institution to the next, the degree to which administrators incorporate this information into an overall judgment about teaching quality is often vague at best (Millman & Darling-Hammond, 1990; Scriven, 1995; Theall, Franklin & Ludlow, 1990; Wachtel, 1998).
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