Student, peer, and self evaluations of college instructors

Kenneth O. Doyle, Leslie I. Crichton

Research output: Contribution to journalArticlepeer-review

36 Scopus citations


Compared student, peer (or colleague), and self ratings in terms of item statistics, convergent and discriminant validity, and relation to student learning. Ratings from the 3 sources (involving 263 students and 14 instructors) were similar in range and distribution, although colleagues tended to give the most favorable ratings, students the least favorable. Individual student and colleague reliabilities were also similar; composite student reliabilities were considerably higher than composite colleague reliabilities, only partly because of differing sample sizes. Student and self ratings and rankings were quite good in terms of convergent and discriminant validity, but no student, peer, or self rating was significantly related to residualized student achievement. (32 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish (US)
Pages (from-to)815-826
Number of pages12
JournalJournal of Educational Psychology
Issue number5
StatePublished - Oct 1978


  • student vs peer vs self evaluations, college teachers


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