A two-dimensional analysis of student ratings of instruction

Abstract

Student ratings of instruction were analyzed in terms of two global factors. One factor, which includes items on advanced planning, presentation clarity, and increased student knowledge, was named “pedagogical skill.” The other factor taps information about class discussion, grading, and the availability of help and was named “rapport.” Ratings on the “skill” factor did not covary with class size or the leniency of the instructor's grading but did correlate with a reasonable external criterion of student learning. Ratings of “rapport” correlated inversely with class size and directly with average class grade and showed only a weak relationship to the external criterion of student learning. The “skill” factor showed more interclass stability than the “rapport” factor. Previous research studies which have examined the reliability and validity of instructional ratings and their relationship to student grades and class size have reported inconsistent findings. These inconsistencies appear to result from an inappropriate unidimensional analysis of ratings which should be examined in terms of two of more separate attitude dimensions.