Read more
Informationen zum Autor Ronald A. Berk is Professor Emeritus of Biostatistics and Measurement and former Assistant Dean for Teaching, The Johns Hopkins University. He received the University's Alumni Association Excellence in Teaching Award in 1993 and Caroline Pennington Award for Teaching Excellence in 1997 and was inducted as a Fellow in the Oxford Society of Scholars in 1998. He has published 11 books and 130 journal articles / chapters. These publications reflect his unwavering commitment to mediocrity and his motto: "Go for the Bronze!" He is a popular speaker on teaching and assessment throughout the U.S. and Europe. Michael Theall is Director, CATALYST & Associate Professor of Education, Youngstown State University Klappentext This book takes off from the premise that student ratings are a necessary, but not sufficient source of evidence for measuring teaching effectiveness. Zusammenfassung This book takes off from the premise that student ratings are a necessary, but not sufficient source of evidence for measuring teaching effectiveness. Inhaltsverzeichnis ACKNOWLEDGMENTS; A FOREWORD (IN BERKIAN STYLE. BY MIKE THEALL; 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, 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, ...
