Abstract
Considerable concern has been generated in many quarters about the use of student ratings as criteria for effective teaching. In the present study, a rating instrument was administered to students in a multi-section beginning language course. “Across-” and “between-sections” data were studied for generalizability and validity. The results indicated that student ratings overlap with one of the principal criteria of teaching effectiveness, namely, class-room achievement, yet possess a unique component. Ramifications of the “across” and “between” distinction were explored.
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