Student evaluations of courses and faculty based on a perceived learning criterion: Scale construction, validation, and comparison of results

Validation studies of the Course-Faculty Evalua-tion Instrument (CFI) are described. Seven dimen-sions were constructed which characterize each class and predict student rating of the instructor, course, and text. Different measurement scales and methods were analyzed, using a multitrait-multi-method (MTMM) strategy. The MTMM matrix for the CFI and a similar MTMM matrix for the Course-Evaluation Instrument (CEI) reported by Schwab (1974) were analyzed and compared. The same method of scaling was found to be superior in both studies. Using an analysis of variance frame-work to summarize MTMM matrices, the CFI demonstrated greater discriminant validity using more dimensions (traits) and had a lower error component than the CEI. The benefits of compar-ing instruments and implications for future course-faculty evaluation research are discussed. Student evaluations of courses and instructors are often being used in academic decision-mak-ing (Rodin & Rodin, 1972). Because of their growing use, the validity of student evaluations is of critical importance. Yet Wallace and Schwab (1973) state that there have been &dquo;only a few empirical studies... reported on the valid-ity of student evaluations&dquo; (p. 229). After evaluating 500 such instruments, Sockloff (1973) concluded that few would have been used if they were properly researched. A Course-Faculty Evaluation Instrument (CFI) was developed to provide (1) information to business students for use in selecting courses and instructors; (2) feedback to instructors for improving courses and teaching; and (3) infor-mation to administrators for planning and deci-sion-making purposes. The primary goal of the research was to develop a valid and reliable in-strument for the Graduate Business School (GBA) at New York University. However, it was also intended to construct an instrument that could be used, with or without modifications, in other graduate and undergraduate universities. The importance of student evaluations in higher education is evidenced by the develop-ment, validation, and use of a number of instru