The study applied Classical Test Theory to the student evaluation forms for 25 departments to assess reliability. The study also applied Generalizability Theory to assess the reliability of the Psychology Department evaluation form. Regression analysis on the Psychology Department form assessed the effect of absolute expected grades on student ratings of teaching effectiveness and courses. The results show that the reliability of the 25 department forms is very high, exceeding .80 for each form. Generalizability theory indicates the Psychology Department form to be reliable for assessment of student ratings of the effectiveness of teaching but not necessarily of courses. Results suggest at least five items from five or more courses would be preferable to obtain reliable results of student ratings of teaching effectiveness. Regression analysis shows absolute expected grade did not significantly account for any variance in overall student ratings of teaching effectiveness or overall course ratings.
","abstract_html":"<p>The study applied Classical Test Theory to the student evaluation forms for 25 departments to assess reliability. The study also applied Generalizability Theory to assess the reliability of the Psychology Department evaluation form. Regression analysis on the Psychology Department form assessed the effect of absolute expected grades on student ratings of teaching effectiveness and courses. The results show that the reliability of the 25 department forms is very high, exceeding .80 for each form. Generalizability theory indicates the Psychology Department form to be reliable for assessment of student ratings of the effectiveness of teaching but not necessarily of courses. Results suggest at least five items from five or more courses would be preferable to obtain reliable results of student ratings of teaching effectiveness. Regression analysis shows absolute expected grade did not significantly account for any variance in overall student ratings of teaching effectiveness or overall course ratings.</p>","abstract_has_math":false,"creators":["Proctor, Thomas P"],"institution":null,"degree_name":"Master of Science (MS)","degree_level":"Open Access Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["John R. Knapp, Ph.D., Chairperson","Dennis Delprato, Ph.D.","David C. S. Richard, Ph.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-05-14T07:00:00Z","date_published":"2003-05-14T07:00:00Z","updated_at":"2026-07-24T02:16:24Z","subjects":["College teachers Evaluation","College teachers Rating of","Education","Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/70","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["John R. Knapp, Ph.D., Chairperson","Dennis Delprato, Ph.D.","David C. S. Richard, Ph.D."]},{"key":"dc:creator","label":"Author","values":["Proctor, Thomas P"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science (MS)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["College teachers Evaluation","College teachers Rating of","Education","Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/70"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The study applied Classical Test Theory to the student evaluation forms for 25 departments to assess reliability. The study also applied Generalizability Theory to assess the reliability of the Psychology Department evaluation form. Regression analysis on the Psychology Department form assessed the effect of absolute expected grades on student ratings of teaching effectiveness and courses. The results show that the reliability of the 25 department forms is very high, exceeding .80 for each form. Generalizability theory indicates the Psychology Department form to be reliable for assessment of student ratings of the effectiveness of teaching but not necessarily of courses. Results suggest at least five items from five or more courses would be preferable to obtain reliable results of student ratings of teaching effectiveness. Regression analysis shows absolute expected grade did not significantly account for any variance in overall student ratings of teaching effectiveness or overall course ratings.
"]},{"key":"dc:title","label":"Title","values":["The psychometrics of student evaluations of instructors and courses at Eastern Michigan University"]}]}],"canonical_facts":{"dc:contributor":["John R. Knapp, Ph.D., Chairperson","Dennis Delprato, Ph.D.","David C. S. Richard, Ph.D."],"dc:creator":["Proctor, Thomas P"],"dc:description.abstract":["The study applied Classical Test Theory to the student evaluation forms for 25 departments to assess reliability. The study also applied Generalizability Theory to assess the reliability of the Psychology Department evaluation form. Regression analysis on the Psychology Department form assessed the effect of absolute expected grades on student ratings of teaching effectiveness and courses. The results show that the reliability of the 25 department forms is very high, exceeding .80 for each form. Generalizability theory indicates the Psychology Department form to be reliable for assessment of student ratings of the effectiveness of teaching but not necessarily of courses. Results suggest at least five items from five or more courses would be preferable to obtain reliable results of student ratings of teaching effectiveness. Regression analysis shows absolute expected grade did not significantly account for any variance in overall student ratings of teaching effectiveness or overall course ratings.
"],"dc:identifier":["https://commons.emich.edu/theses/70"],"dc:subject":["College teachers Evaluation","College teachers Rating of","Education","Psychology"],"dc:title":["The psychometrics of student evaluations of instructors and courses at Eastern Michigan University"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Open Access Thesis"],"thesis:degree_name":["Master of Science (MS)"]},"updated_at":"2026-07-24T02:16:24Z"}