Advertisement

Higher Education

, Volume 70, Issue 3, pp 395–408 | Cite as

Assessing the Students’ Evaluations of Educational Quality (SEEQ) questionnaire in Greek higher education

  • Vasilis Grammatikopoulos
  • M. Linardakis
  • A. Gregoriadis
  • V. Oikonomidis
Article

Abstract

The aim of the current study was to provide a valid and reliable instrument for the evaluation of the teaching effectiveness in the Greek higher education system. Other objectives of the study were (a) the examination of the dimensionality and the higher-order structure of the Greek version of Students’ Evaluation of Educational Quality (SEEQ) questionnaire, and (b) the investigation of the effects of several background variables on students’ evaluations of teaching (SET) scores provided by the Greek version of SEEQ. A total of 1,264 students participated by filling in the questionnaires administered to them. The participants were selected from social science departments that belonged to eight universities of Greece. The results showed solid evidence of the applicability of the Greek version of SEEQ, by confirming the factor structure of the instrument and reassuring the multidimensionality of the teaching effectiveness construct. Additionally, the effects of several background variables on teaching effectiveness further supported the validity of SET scores.

Keywords

Educational evaluation Students’ evaluations of teaching (SET) Teaching effectiveness SEEQ 

References

  1. Abrami, P. C. (1985). Dimensions of effective college instruction. Review of Higher Education, 8(3), 211–228.Google Scholar
  2. Abrami, P. C., & d’Apollonia, S. (1991). Multidimensional students’ evaluation of teaching effectiveness-generalizabity of ‘N = 1’ research. Comment on Marsh (1991). Journal of Educational Psychology, 83(4), 411–415.CrossRefGoogle Scholar
  3. Abrami, P. C., d’Apollonia, S., & Cohen, P. A. (1990). The validity of student ratings of instruction: What we know and what we do not. Journal of Educational Psychology, 82(2), 219–231.CrossRefGoogle Scholar
  4. Abrami, P. C., & Mizener, D. A. (1983). Does the attitude similarity of college professors and their students produce ‘bias’ in course evaluations? American Educational Research Journal, 20(1), 123–136.CrossRefGoogle Scholar
  5. Addison, W. E., Best, J., & Warrington, J. D. (2006). Students’ perceptions of course difficulty and their ratings of the instructor. College Student Journal, 40(2), 409–416.Google Scholar
  6. Aleamoni, L. M. (1987). Student rating myths versus research facts. Journal of Personnel Evaluation in Education, 1(1), 111–119.CrossRefGoogle Scholar
  7. Aleamoni, L. M. (1999). Student rating myths versus research facts from 1924 to 1998. Journal of Personnel Evaluation in Education, 13(2), 153–166.CrossRefGoogle Scholar
  8. Alsmadi, A. (2005). Assessing the quality of students’ ratings of faculty members at Mu’tah University. Social Behaviour and Personality, 33(2), 183–188.CrossRefGoogle Scholar
  9. Apodaca, P., & Grad, H. (2005). The dimensionality of student ratings of teaching: Integration of uni- and multidimensional models. Studies in Higher Education, 30(6), 723–748.CrossRefGoogle Scholar
  10. Balam, E. M., & Shannon, D. M. (2010). Student ratings of college teaching: a comparison of faculty and their students. Assessment & Evaluation in Higher Education, 35(2), 209–221.CrossRefGoogle Scholar
  11. Boysen, G. A., Kelly, T. J., Raeslyand, H. N., & Casner, R. W. (2014). The (mis)interpretation of teaching evaluations by college faculty and administrators. Assessment & Evaluation in Higher Education, 39(6), 641–656.CrossRefGoogle Scholar
  12. Burdsal, C. A., & Harrison, P. D. (2008). Further evidence supporting the validity of both a multidimensional profile and an overall evaluation of teaching effectiveness. Assessment & Evaluation in Higher Education, 33(5), 567–576.CrossRefGoogle Scholar
  13. Cashin, W. E. (1989). Student ratings of teaching: Recommendations for use. (IDEA Paper no. 22). Manhattan, KS: Kansas State University, Center for Faculty Evaluation and Development.Google Scholar
  14. Cashin, W. E. (1995). Student ratings of teaching: The research revisited. (IDEA Paper no. 32). Manhattan, KS: Kansas State University, Center for Faculty Evaluation and Development.Google Scholar
  15. Centra, J. A. (2003). Will teachers receive higher student evaluations by giving higher grades and less course work? Research in Higher Education, 44(5), 495–518.CrossRefGoogle Scholar
  16. Centra, J. A., & Gaubatz, N. B. (2000). Is there gender bias in student evaluations of teaching? The Journal of Higher Education, 71(1), 17–33.CrossRefGoogle Scholar
  17. Cheung, D. (2000). Evidence of a single second-order factor in student ratings of teaching. Structural Equation Modeling, 7(3), 442–460.CrossRefGoogle Scholar
  18. Chism, N. V. N. (1999). Peer review of teaching: A sourcebook. Bolton, MA: Anker Pub. Co.Google Scholar
  19. Coffey, M., & Gibbs, G. (2001). The Evaluation of the Student Evaluation of Educational Quality Questionnaire (SEEQ) in UK Higher Education. Assessment & Evaluation in Higher Education, 26(1), 89–93.CrossRefGoogle Scholar
  20. d’Apollonia, S., & Abrami, P. C. (1997). Navigating student ratings of instruction. American Psychologist, 52(11), 1198–1208.CrossRefGoogle Scholar
  21. El Hassan, K. (2009). Investigating substantive and consequential validity of student ratings of instruction. Higher Education Research and Development, 28(3), 319–333.CrossRefGoogle Scholar
  22. Feely, T. H. (2002). Evidence of halo effects in student evaluations of communication instruction. Communication Education, 51(3), 225–236.CrossRefGoogle Scholar
  23. Feldman, K. A. (1976). The superior college teacher from the student’s view. Research in Higher Education, 5(3), 243–288.CrossRefGoogle Scholar
  24. Feldman, K. A. (1978). Course characteristics and college students’ ratings of their teachers and courses: What we know and what we don’t. Research in Higher Education, 9(3), 199–242.CrossRefGoogle Scholar
  25. Feldman, K. A. (1983). The seniority and instructional experience of college teachers as related to the evaluations they receive from their students. Research in Higher Education, 18(1), 3–124.CrossRefGoogle Scholar
  26. Fincher, C. (1985). Learning theory and research. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (pp. 63–96). New York, NY: Agathon Press.Google Scholar
  27. Germain, M. L., & Scandura, T. A. (2005). Grade inflation and student individual differences as systematic bias in faculty evaluations. Journal of Instructional Psychology, 32(1), 58–67.Google Scholar
  28. Harrison, P., Douglas, D., & Burdsal, C. (2004). The relative merits of different types of overall evaluations of teaching effectiveness. Research in Higher Education, 45(3), 311–323.CrossRefGoogle Scholar
  29. Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indices in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55.CrossRefGoogle Scholar
  30. Jones, J., Gaffney-Rhys, R., & Jones, E. (2014). Handle with care! An exploration of the potential risks associated with the publication and summative usage of student evaluation of teaching (SET) results. Journal of Further and Higher Education, 38(1), 37–56.CrossRefGoogle Scholar
  31. Langbein, L. (2008). Management by results: Student evaluation of faculty teaching and the mis-measurement of performance. Economics of Education Review, 27(4), 417–428.CrossRefGoogle Scholar
  32. Marsh, H. W. (1982a). The use of path analysis to estimate teacher and course effects in student ratings of instructional effectiveness. Applied Psychological Measurement, 6(1), 47–59.CrossRefGoogle Scholar
  33. Marsh, H. W. (1982b). SEEQ: A reliable, valid, and useful instrument for collecting students’ evaluations of university teaching. British Journal of Educational Psychology, 52(1), 77–95.CrossRefGoogle Scholar
  34. Marsh, H. W. (1986). Applicability paradigm: Students’ evaluations of teaching effectiveness in different countries. Journal of Educational Psychology, 78(6), 465–473.CrossRefGoogle Scholar
  35. Marsh, H. W. (1987). Students’ evaluations of university teaching: Research findings, methodological issues, and directions for future research. International Journal of Educational Research, 11(3), 253–388.CrossRefGoogle Scholar
  36. Marsh, H. W. (1991a). A multidimensional perspective on students’ evaluations of teaching effectiveness: Reply to Abrami & d’Apolonia (1991). Journal of Educational Psychology83(3), 416–421.Google Scholar
  37. Marsh, H. W. (1991b). Multidimensional students’ evaluations of teaching effectiveness: A test of alternative higher-order structures. Journal of Educational Psychology, 83(2), 285–296.CrossRefGoogle Scholar
  38. Marsh, H. W. (1994). Weighting for the right criteria to validate student evaluations of teaching in the IDEA system. Journal of Educational Psychology, 86(4), 631–648.CrossRefGoogle Scholar
  39. Marsh, H. W. (1995). Still weighting for the right criteria to validate student evaluations of teaching in the IDEA system. Journal of Educational Psychology, 87(4), 666–679.CrossRefGoogle Scholar
  40. Marsh, H. W. (2001). Students’ evaluations of university teaching. Paper presented as part of an invited lecture and workshop presentation in University of Braga, Portugal on June 2001 (Retrieved after personal communication with Prof. Marsh on March 2012).Google Scholar
  41. Marsh, H. W. (2007a). Do university teachers become more effective with experience? A multilevel growth model of students’ evaluations of teaching over 13 years. Journal of Educational Psychology, 99(4), 775–790.CrossRefGoogle Scholar
  42. Marsh, H. W. (2007b). Students’ evaluations of university teaching: A multidimensional perspective. In R. P. Perry & J. C. Smart (Eds.), The scholarship of teaching and learning in higher education: An evidence-based perspective (pp. 319–384). New York, NY: Springer.CrossRefGoogle Scholar
  43. Marsh, H. W., & Dunkin, M. J. (1992). Students’ evaluations of university teaching: A multidimensional perspective. In R. P. Perry & J. C. Smart (Eds.), Effective teaching in higher education: Research and practice (pp. 241–320). New York, NY: Agathon.Google Scholar
  44. Marsh, H. W., Hagu, K. T., Chung, C. M., & Siu, T. L. P. (1997). Students’ evaluations of university teaching: Chinese version of the students’ evaluations of educational quality (SEEQ) instrument. Journal of Educational Psychology, 89(3), 568–572.CrossRefGoogle Scholar
  45. Marsh, H. W., & Hocevar, D. (1991a). The multidimensionality of students’ evaluations of teaching effectiveness: The generality of factor structures across academic discipline, instructor level, and course level. Teaching and Teacher Education, 7(1), 9–18.CrossRefGoogle Scholar
  46. Marsh, H. W., & Hocevar, D. (1991b). Students’ evaluations of teaching effectiveness: The stability of mean ratings of the same teachers over a 13-year period. Teaching and Teacher Education, 7(4), 303–314.CrossRefGoogle Scholar
  47. Marsh, H. W., & Roche, L. A. (1997). Making students’ evaluations of teaching effectiveness effective. American Psychologist, 52(11), 1187–1197.CrossRefGoogle Scholar
  48. Marsh, H. W., & Roche, L. A. (2000). Effects of grading leniency and low workload on students’ evaluations of teaching: Popular myth, bias, validity, on innocent bystanders? Journal of Educational Psychology, 92(1), 202–228.CrossRefGoogle Scholar
  49. McCann, S., & Gardner, C. (2014). Student personality differences are related to their responses on instructor evaluation forms. Assessment & Evaluation in Higher Education, 39(4), 412–426.CrossRefGoogle Scholar
  50. McKeachie, W. J. (1997). Student ratings: The validity of use. American Psychologist, 52(11), 1218–1225.CrossRefGoogle Scholar
  51. McPherson, M. A., & Jewell, R. T. (2007). Leveling the playing field: Should student evaluation scores be adjusted? Social Science Quarterly, 88(3), 868–881.CrossRefGoogle Scholar
  52. Mertens, D. M. (2010). Research and evaluation in education and psychology. Integrating diversity with quantitative, qualitative, and mixed methods (3rd ed.). Thousand Oaks, CA: Sage.Google Scholar
  53. Mortelmans, D., & Spooren, P. (2009). A revalidation of the SET37-questionnaire for student evaluations of teaching. Educational Studies, 35(5), 547–552.CrossRefGoogle Scholar
  54. Muthén, L. K., & Muthén, B. O. (1998–2010). Mplus user’s guide (6th ed.). Los Angeles, CA: Muthén & Muthén.Google Scholar
  55. Safer, A. M., Farmer, L. S. J., Segalla, A., & Elhoubi, A. F. (2005). Does the distance from the teacher influence student evaluations? Educational Research Quarterly, 28(3), 28–35.Google Scholar
  56. Satorra, A., & Bentler, P. M. (2001). A scaled difference Chi-square test statistic for moment structure analysis. Psychometrika, 66(4), 507–514.CrossRefGoogle Scholar
  57. Spooren, P. (2010). On the credibility of the judge. A cross-classified multilevel analysis on students’ evaluation of teaching. Studies in Educational Evaluation, 36(4), 121–131.CrossRefGoogle Scholar
  58. Spooren, P., Brockx, B., & Mortelmans, D. (2013). On the validity of student evaluation of teaching: The state of the art. Review of Educational Research, 83(4), 598–642.CrossRefGoogle Scholar
  59. Theall, M., & Franklin, J. (2001). Looking for bias in all the wrong places: A search for truth or a witch hunt in student ratings of instruction? New Directions for Institutional Research, 2001(109), 45–56.CrossRefGoogle Scholar
  60. Watkins, D., & Thomas, B. (1991). Assessing teaching effectiveness: An Indian perspective. Assessment & Evaluation in Higher Education, 16(3), 185–198.CrossRefGoogle Scholar
  61. Zabaleta, F. (2007). The use and misuse of student evaluation of teaching. Teaching in Higher Education, 12(1), 55–76.CrossRefGoogle Scholar
  62. Zhao, J., & Gallant, D. J. (2012). Student evaluation of instruction in higher education: Exploring issues of validity and reliability. Assessment & Evaluation in Higher Education, 37(2), 227–235.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  • Vasilis Grammatikopoulos
    • 1
  • M. Linardakis
    • 1
  • A. Gregoriadis
    • 2
  • V. Oikonomidis
    • 1
  1. 1.School of EducationUniversity of CreteRethymnonGreece
  2. 2.School of EducationAristotle University of ThessalonikiThessalonikiGreece

Personalised recommendations