Student evaluations of courses and faculty based on a perceived learning criterion: Scale construction, validation, and comparison of results

Abstract

Validation studies of the Course-Faculty Evaluation Instrument (CFI) are described. Seven dimensions were constructed which characterize each class and predict student rating of the instructor, course, and text. Different measurement scales and methods were analyzed, using a multitrait-multimethod MTMM) strategy. The MTMM matrix for the CFI and a similar MTMM matrix for the Course-Evaluation Instrument (CEI) reported by Schwab (1974) were analyzed and compared. The same method of scaling was found to be superior in both studies. Using an analysis of variance framework to summarize MTMM matrices, the CFI demonstrated greater discriminant validity using more dimensions (traits) and had a lower error component than the CEI. The benefits of comparing instruments and implications for future course-faculty evaluation research are discussed.