The factorial invariance of student ratings of instruction
across three curricular areas was investigated
by means of maximum likelihood factor
analysis. The results indicate that a one-factor
model was not completely adequate from a statistical
point of view. Nevertheless, a single factor was
accepted as reasonable from a practical point of
view. It was concluded that the single factor was invariant
across three curricular groups. The reliability
of the single factor was essentially the same in
the three groups, but in every case it was very high.
Some of the theoretical and practical implications
of the study were discussed.