Student Ratings of Instruction as a Function of Testing Conditions and Perceptions of Amount Learned.

O'Connell, Debra Q; Dickinson, Donald J.

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Peer reviewed

ERIC Number: EJ478565

Record Type: Journal

Publication Date: 1993

Pages: N/A

Abstractor: N/A

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ISSN: ISSN-0022-426X

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Student Ratings of Instruction as a Function of Testing Conditions and Perceptions of Amount Learned.

O'Connell, Debra Q; Dickinson, Donald J.

Journal of Research and Development in Education, v27 n1 p18-23 Fall 1993

Evaluated the influence of three testing conditions on college students' ratings of instruction, along with relationships between ratings and amount learned. Students rated instruction lowest immediately after taking the posttest. Correlations between learning and instructional ratings were low. Agreement between perceived amount learned and ratings was high. (SM)

Descriptors: Course Evaluation, Course Objectives, Education Courses, Higher Education, Lecture Method, Rating Scales, Student Attitudes, Student Evaluation of Teacher Performance, Test Reliability, Undergraduate Students

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

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Authoring Institution: N/A

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Author Affiliations: N/A