Abstract
Despite the demonstrated reliability and validity of the Teacher Behavior Checklist (TBC) as a tool for evaluating postsecondary instructors, research has yet to consider the impact of student, instructor, and course factors on TBC ratings. Additionally, it is unknown whether different evaluation sources converge when the TBC is used. This study examined self- and student ratings of 35 instructors. The same characteristics that affect student ratings using other instrumentation impact student evaluation via the TBC. Further, several course and instructor variables impacted instructor self-evaluations. Instructor self-ratings did not correlate significantly with the ratings provided by the students. The implications of the findings for using the TBC for formative and summative assessment are discussed.
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