Teacher Evaluation as a Function of the Students' Sex and Achievement Level

This study was designed to determine how the ratingsof a college teacher were influenced by the sex and achievement levelof the students. Sixty-seven male and 73 female undergraduates wereused in the main analyses, with an additional 72 subjects insubsidiary analyses. During the first week of the course subjectswere asked to rate themselves, father, mother,and the instructor inthe course on the Michill Adjective Rating Scale (MAILS) whichmeasures four relatively independent factors (unhappiness,extraversion, self-assertiveness, and productive persistence). Theyalso rated themselves and the instructor on the same scale near theend of the course, rated the instructor on the Rating Scale forTeachers pm consisting of 17 itmes dealing with aspects of ateacher's job and personality, and took five teacher-made achievementtests during the semester. Students were separated into high and lowachievement levels, using the median of the cutoff. Two-waymultivariate analysis showed significant differences in teacherratings on MARS and RST factors between the sexes and between highand low achievement level subjects. Also, significant sex and achievement level interaction was found for the RST data