STUDENT PERCEPTIONS OF LEARNING AND …

TMSTUDENT PERCEPTIONS OF LEARNING AND INSTRUCTIONAL EFFECTIVENESS IN COLLEGE COURSES A VALIDITY STUDY OF SIR II John A. Centra and Noreen B. Gaubatz When students evaluate course instruction highly we would hope it is because the instruction has produced effective LEARNING . This tenet is in fact the basis for many validity studies that have been conducted with STUDENT evaluations of courses and teachers. A study in the mid-1970s with the original STUDENT Instructional Report (SIR) is a good example of a validity study that compared ratings to estimates of STUDENT LEARNING . Final exam scores from seven courses were correlated with STUDENT ratings from the SIR (Centra, 1977). The global ratings of teaching effectiveness and value of the course to the STUDENT were the items most highly correlated with STUDENT achievement: 8 of the 14 correlations were .60 or above.

Students respond to each of the five items on a five point scale ranging from “much more than most courses” to “much less than most courses” (with a “not applicable” option available). Two of the items reflect student perceptions of learning of course content: My learning increased in the course, and I made progress toward

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  Students, Learning, Perceptions, Perceptions of learning and

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