The Use of Student Ratings of Teacher Behaviors With Academically Talented High School Students

Abstract

The present study examined the validity of student ratings of teaching within a two-cohort sample of academically talented high school students (N = 851). Results from the 1997 cohort indicated that low-inference teaching behaviors, as rated by high school students, form factors that are similar to the factors found with college students. Further, student ratings of low-inference (i.e., observable) behaviors were significant predictors of global ratings of teaching effectiveness, whereas expected grade in a course and course workload did not contribute meaningfully to the prediction of global ratings of teaching effectiveness. Teaching behaviors and global ratings of effectiveness also did not contribute to the prediction of expected grade beyond the contribution of student ability. These findings were replicated with the 1998 cohort. Low-inference teaching behaviors may be a useful way for teachers of academically talented and regular education high school students to receive feedback on their teaching.