Using Standardized Student Evaluation Instruments To Measure Teaching Effectiveness In Lecture/Recitation Mode Classes

Abstract

This paper investigates the variability of student teaching effectiveness survey evaluations among the various recitation sections when lecture/recitation instruction is utilized with the same instructor both delivering the lecture and teaching all of the corresponding recitation sections.  The research results indicate that when an instructor teaches multiple sections using lecture/recitation instruction, then the meaningful measure of the instructor’s teaching is the average of the student ratings for the various recitation sections. This study focuses on the variability of the students’ responses to each item in the survey instrument as measured by its standard deviation.