Thirteen Strategies to Measure College Teaching : A Consumer's Guide to Rating Scale Construction, Assessment, and Decision-Making for Faculty, Administrators, and Clinicians.

Cover -- Half Title -- Title -- Copyright -- Dedication -- Contents -- Acknowledgments -- A Foreword (in Berkian Style) -- Introduction -- 1 TOP 13 SOURCES OF EVIDENCE OF TEACHING EFFECTIVENESS -- A Few Ground Rules -- Teaching Effectiveness: Defining the Construct -- National Standards -- Beyond Student Ratings -- A Unified Conceptualization -- Thirteen Sources of Evidence -- Student Ratings -- Peer Ratings -- External Expert Ratings -- Self-Ratings -- Videos -- Student Interviews -- Exit and Alumni Ratings -- Employer Ratings -- Administrator Ratings -- Teaching Scholarship -- Teaching Awards -- Learning Outcome Measures -- Teaching Portfolio -- BONUS: 360° Multisource Assessment -- Berk's Top Picks -- Formative Decisions -- Summative Decisions -- Program Decisions -- Decision Time -- 2 CREATING THE RATING SCALE STRUCTURE -- Overview of the Scale Construction Process -- Specifying the Purpose of the Scale -- Delimiting What Is to Be Measured -- Focus Groups -- Interviews -- Research Evidence -- Determining How to Measure the "What" -- Existing Scales -- Item Banks -- Commercially Published Student Rating Scales -- Universe of Items -- Structure of Rating Scale Items -- Structured Items -- Unstructured Items -- 3 GENERATING THE STATEMENTS -- Preliminary Decisions -- Domain Specifications -- Number of Statements -- Rules for Writing Statements -- 1. The statement should be clear and direct. -- 2. The statement should be brief and concise. -- 3. The statement should contain only one complete behavior, thought, or concept. -- 4. The statement should be a simple sentence. -- 5. The statement should be at the appropriate reading level. -- 6. The statement should be grammatically correct. -- 7. The statement should be worded strongly. -- 8. The statement should be congruent with the behavior it is intended to measure.

9. The statement should accurately measure a positive or negative behavior. -- 10. The statement should be applicable to all respondents. -- 11. The respondents should be in the best position to respond to the statement. -- 12. The statement should be interpretable in only one way. -- 13. The statement should NOT contain a double negative. -- 14. The statement should NOT contain universal or absolute terms. -- 15. The statement should NOT contain nonabsolute, warm-and-fuzzy terms. -- 16. The statement should NOT contain value-laden or inflammatory words. -- 17. The statement should NOT contain words, phrases, or abbreviations that would be unfamiliar to all respondents. -- 18. The statement should NOT tap a behavior appearing in any other statement. -- 19. The statement should NOT be factual or capable of being interpreted as factual. -- 20. The statement should NOT be endorsed or given one answer by almost all respondents or by almost none. -- 4 SELECTING THE ANCHORS -- Types of Anchors -- Intensity Anchors -- Evaluation Anchors -- Frequency Anchors -- Quantity Anchors -- Comparison Anchors -- Rules for Selecting Anchors -- 1. The anchors should be consistent with the purpose of the rating scale. -- 2. The anchors should match the statements, phrases, or word topics. -- 3. The anchors should be logically appropriate with each statement. -- 4. The anchors should be grammatically consistent with each question. -- 5. The anchors should provide the most accurate and concrete responses possible. -- 6. The anchors should elicit a range of responses. -- 7. The anchors on bipolar scales should be balanced, not biased. -- 8. The anchors on unipolar scales should be graduated appropriately. -- 5 REFINING THE ITEM STRUCTURE -- Preparing for Structural Changes -- Issues in Scale Construction -- 1. What rating scale format is best?.

2. How many anchor points should be on the scale? -- 3. Should there be a designated midpoint position, such as "Neutral," "Uncertain," or "Undecided," on the scale? -- 4. How many anchors should be specified on the scale? -- 5. Should numbers be placed on the anchor scale? -- 6. Should a "Not Applicable" (NA) or "Not Observed" (NO) option be provided? -- 7. How can response set biases be minimized? -- 6 ASSEMBLING THE SCALE FOR ADMINISTRATION -- Assembling the Scale -- Identification Information -- Purpose -- Directions -- Structured Items -- Unstructured Items -- Scale Administration -- Paper-Based Administration -- Online Administration -- Comparability of Paper-Based and Online Ratings -- Conclusions -- 7 FIELD TESTING AND ITEM ANALYSES -- Preparing the Draft Scale for a Test Spin -- Field Test Procedures -- Mini-Field Test -- Monster-Field Test -- Item Analyses -- Stage 1: Item Descriptive Statistics -- Stage 2: Interitem and Item-Scale Correlations -- Stage 3: Factor Analysis -- 8 COLLECTING EVIDENCE OF VALIDITY AND RELIABILITY -- Validity Evidence -- Evidence Based on Job Content Domain -- Evidence Based on Response Processes -- Evidence Based on Internal Scale Structure -- Evidence Related to Other Measures of Teaching Effectiveness -- Evidence Based on the Consequences of Ratings -- Reliability Evidence -- Classical Reliability Theory -- Summated Rating Scale Theory -- Methods for Estimating Reliability -- Epilogue -- 9 REPORTING AND INTERPRETING SCALE RESULTS -- Generic Levels of Score Reporting -- Item Anchor -- Item -- Subscale -- Total Scale -- Department/Program Norms -- Subject Matter/Program-Level State, Regional, and National Norms -- Criterion-Referenced versus Norm-Referenced Score Interpretations -- Score Range -- Criterion-Referenced Interpretations -- Norm-Referenced Interpretations -- Formative, Summative, and Program Decisions.

Formative Decisions -- Summative Decisions -- Program Decisions -- Conclusions -- References -- Appendices -- A. Sample "Home-Grown" Rating Scales -- B. Sample 360° Assessment Rating Scales -- C. Sample Reporting Formats -- D. Commercially Published Student Rating Scale Systems -- Index.

This book takes off from the premise that student ratings are a necessary, but not sufficient source of evidence for measuring teaching effectiveness.

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Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2024. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.