What do students consider useful about student ratings?

Tanya Beran, Claudio Violato, Don Kline, Jim Frideres

Research output: Contribution to journalArticlepeer-review

10 Scopus citations


Although measures of student ratings of instruction have been developed and examined empirically, students' attitudes about the utility of these ratings have yet to be meaningfully quantified. Using survey responses from 1229 students at a major Canadian university, we developed a psychometrically sound measure of the usefulness of student ratings. A principal components analysis with oblique rotation was conducted and three factors (Instructor characteristics, Course characteristics and Instructor's relative ranking) were obtained that explained 64% of the variance in six iterations. The usefulness of these three types of ratings information differs according to several student and course characteristics. The present results provide evidence for both reliability and validity of the instrument as an indicator of the utility of teaching evaluation for students.

Original languageEnglish (US)
Pages (from-to)519-527
Number of pages9
JournalAssessment and Evaluation in Higher Education
Issue number5
StatePublished - 2009

Bibliographical note

Copyright 2011 Elsevier B.V., All rights reserved.


  • Higher education
  • Reliability
  • Student ratings
  • Teaching evaluation
  • Utility
  • Validity


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