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dc.contributor.authorKalender, Ilkeren_US
dc.date.accessioned2019-01-24T07:41:29Z
dc.date.available2019-01-24T07:41:29Z
dc.date.issued2019en_US
dc.identifier.issn1927-6044
dc.identifier.urihttp://hdl.handle.net/11693/48303
dc.description.abstractIn the present study comparability or ranking of instructors based on student ratings were investigated under the effect of absenteeism. To this end, invariance of scale properties of student ratings was examined via multigroup confirmatory analysis. Using randomly selected 2098 classes, equality of factorial structure, factor loadings, intercepts and residuals were tested. Results indicated that absent and regularly attending groups have developed the same conceptual meaning for the term instructional effectiveness. Also, ratings in the both groups of classes had a common unit, which makes within-class comparisons of instructors separately for attending and absent groups possible. However instructors who teach classes with absent students systematically receive lower ratings, indicating a bias between the two groups. Student ratings were adjusted against absenteeism to lessen the effect of bias. Results showed significant differences in the rankings of top-rated instructors both before and after the adjustment. Biased ratings pose a serious threat in comparability between instructors who teach absent and attending classes. Thus decisions involving instructors should be supported by other assessment mechanisms.en_US
dc.language.isoEnglishen_US
dc.source.titleInternational Journal of Higher Educationen_US
dc.subjectStudent rating of instructionen_US
dc.subjectMeasurement invarianceen_US
dc.subjectAbsenteeismen_US
dc.subjectBiasen_US
dc.titleExploring impact of absent students on scale properties of student ratings of instruction in Turkeyen_US
dc.typeArticleen_US
dc.departmentM.A. in Curriculum and Instruction with Teaching Certificateen_US
dc.publisherSciedu Pressen_US
dc.contributor.bilkentauthorKalender, Ilkeren_US
dc.identifier.eissn1927-6052


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