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Psychometric characteristics of student evaluation of teacher performance scale: evidence from the student evaluation data set of Debre Markos University

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Document pages: 15 pages

Abstract: Introducing students evaluation of teacher effectiveness is one of the most common tools used by universities around the world to measure teaching performance and responsibility. The main purpose of this study is to evaluate the effectiveness of the higher education teaching effectiveness scale used by all public universities in Ethiopia and the basic structure of student evaluation. Methodology data collected from 1397 students at debe Marcos University were used for this analysis. Cronbach α Value and average inter item correlation were used to study the internal consistency reliability of the scale. Comprehensive reliability, extracted mean variance, heterogeneity singleness ratio, maximum shared variance, mean shared variance and correlation between structures used to assess the construct validity of the scale, and exploratory factor analysis and confirmatory factor analysis were performed with 20 items to test the hypothesis which introduced a four-dimensional construct for teachers’ evaluation scale. We used different goodness-of-fit indices to measure the fit of the models. Results. The scale was shown to have good internal consistency and convergent validity but lacked discriminant validity. Furthermore, confirmatory factor analysis indicated that the four-factor model produced inadequate fit indices, revealing that the original factor structure of the scale changed. Conclusions. The results showed that Student Evaluation of Teaching Effectiveness did not measure what it was supposed to be measuring. Moreover, the exploratory factor analysis and confirmatory factor analysis results indicate that a two-dimensional model is better than the four-dimensional model to explain the data structure, which places limitations on its use.

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