Abstract
The relevance of university student ratings, obtained using the Check-List of Instructional Characteristics, was assessed by examining relationships with potential contaminating factors (class size, presentation format, students’ initial interest, and personal impression of the instructor) and relationships with instructional outcomes (outcome interest, course performance, and self-reported learning). Data were analyzed for 115 varied courses, 75 mathematics classes, and 28 speech classes. Suggestions were made for controlling bias found to be associated with size, format, and initial interest. Student’s ratings of instructors’ Knowledge and Skill, and student’s Overall Satisfaction were related to student’s outcome interest. Results are discussed in light of inconsistencies of past research.
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