The Impact of Individual Instructional Characteristics on the Global Assessment of Teaching Effectiveness Across Different Instructional Contexts
Abstract
The authors replicated the study by Ryan and Harrison (1995) to determine how students weight various teaching factors when making overall evaluations for a set of hypothetical instructors based on a manipulation of Marsh's Student Evaluation of Educational Quality (SEEQ). Using four student groups from a Canadian university, they found results similar to those of Ryan and Harrison. Amount learned was considered the most important factor in three groups (it was tied with exam fairness for most important in the other group). Course difficulty was of minimal importance in all four student groups. The authors discuss the implications of this research.
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