The effects of instrument design attributes and computer-based / paper-pencil administration formats on faculty evaluations /
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| Other Authors: | , , |
| Format: | Thesis Book |
| Language: | English |
| Published: |
1991.
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| Subjects: | |
| Online Access: | Link to OAKTrust copy |
| Abstract: | The purpose of this research was to examine the influence of administration formats and design components on course evaluation ratings. Specifically, the equivalency of students responses to items on a course evaluation instrument administered in both paper-pencil and computer-based formats in conjunction with the inclusion of organizational cues and alternative global item placement was investigated. To determine the effects of administration format and design attributes, the following seven research questions were asked: Were there differences between the experimental conditions of administration format (paper vs. computer) on ratings of individual and global items, were there differences between the experimental conditions of organizational cues (cues vs. no cues) on ratings of individual and global items, were there differences between the experimental conditions of global item placement (first vs. last) on ratings of individual and global items, were there any interactions among the three experimental factors on ratings of individual and global items, what effect did the use of organizational cues have on the factor structure of the evaluation instrument, did any of the three experimental factors produce quantitative differences in open-ended comments of students, and did any of the three experimental factors produce qualitative differences in open-ended comments of students. This study was conducted using a completely crossed 2X2X2 factorial design, utilizing a sample of 175 undergraduate students. Students were randomly assigned one of the eight unique versions of the course evaluation instruments to complete at the end of the course. The dependent variables for the study consisted of the Likert scaled ratings assigned to each of the individual and global course evaluation items, as well as the quantitative and qualitative dimensions of the open-ended comments. The major findings of the current study indicate that responses to the Likert scaled items were equivalent for both paper-pencil and computer-based formats of the evaluation instrument. Additionally, responses to the Likert scaled items were not influenced by the inclusion or exclusion of organizational cues within either format of the instrument. Likewise, the placement of the global item at the beginning or end of the evaluation instrument did not influence ratings given to the Likert scaled items... |
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| Item Description: | Typescript (photocopy). Vita. "Major subject: Educational Psychology." |
| Physical Description: | xii, 136 leaves : illustrations ; 29 cm |
| Bibliography: | Includes bibliographical references. |