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The paper tests seven persistent concerns identified during development of a revised SRI policy at a Canadian research-intensive university. Categories include bias from small samples, links to student academic performance, polarized responses, disciplinary differences, class size, perceptions of punishment for high standards, and timing of final exams. Analyses of two mandatory Likert items show participation is broadly representative while stronger students respond more, and the SRIs provide moderating evidence.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/addressing-common-concerns-about-online-student-ratings-of-instruction-a-research-informed-approach/596701/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/addressing-common-concerns-about-online-student-ratings-of-instruction-a-research-informed-approach/596701.png","ImageObject",300,407,{"name":92,"@type":93},"Muffet","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What seven common concerns does the paper examine about online SRI?","Question",{"text":112,"@type":113},"It examines bias from insufficient sample size, effects of student academic performance, polarized student responses, disciplinary differences, class size, punishment of rigorous instructor standards, and the timing of final exams.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study analyze online SRI data?",{"text":117,"@type":113},"It analyzes responses to two mandatory Likert scale questions about the course and the instructor, using consistency over time and across academic units to support the approach.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results suggest about the usefulness of online SRIs?",{"text":121,"@type":113},"Overall participation is representative of the student body, though academically stronger students respond at a higher rate; the SRIs also produce evidence that can moderate worries about the concerns.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596701,1792172383,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","CSSHE  \nSCÉES  \nCanadian Journal of Higher Education Revue canadienne d’enseignement supérieur Volume 46, No. 4, 2016, pages 115-131  \nAddressing Common Concerns about Online Student Ratings of Instruction:  \nA Research-Informed Approach  \nLaura Winer, Lina DiGenova, Andre Costopoulos McGill University  \nKristen Cardoso  \nMiddlebury Institute of International Studies at Monterey  \nAbstract  \nConcerns over the usefulness and validity of student ratings of instruction (SRI) have continued to grow with online processes. This paper presents seven common and persistent concerns identified and tested during the development and implementation of a revised SRI policy at a Canadian research-intensive university. These concerns include bias due to insufficient sample size, student academic performance, polarized student responses, disciplinary differences, class size, punishment of rigorous instructor standards, and timing of final exams. We analyzed SRI responses from two mandatory Likert scale questions related to the course and instructor, both of which were consistent over time and across all academic units at our institution. The results show that overall participation in online SRIs is representative of the student body, with academically stronger students responding at a higher rate, and the SRIs, themselves, providing evidence that may moderate worries about the concerns.  \nRésumé  \nAvec les processus électroniques, les inquiétudes quant à l’utilité et à la validité des évaluations de l’enseignement par les étudiants (EEE) necessent de croître. Le présent document révèle sept problèmes communs et constants concernant l’utilité et la validité des évaluations électroniques del’enseignement par les étudiants (EEE) en ligne qui ont été identifiés et testésdans une université canadiennecentrée sur la recherche. Parmi ces problèmes,  \nCJHE / RCES Volume 46, No. 4, 2016  \nAddressing Common Course Evaluation Concerns /  \nL. Winer, L. DiGenova, A. Costopoulos, & K. Cardoso  \n116  \non compte une déformation des résultats attribuable à un échantillon detaille insuffisante, une faible performance scolaire des étudiants, une polarisation des réponses des étudiants, des différences disciplinaires, des classes detaille inégale, une perception négative face aux attentes élevées de certainschargés de cours et l’horaire des examens finaux. Nous avons analysé les réponses à deux questions obligatoires, selon une échelle de Likert, et liéesau cours et à son chargé de cours. Les deux questions ont conservé leurcohérence au fil du temps et au sein de l’ensemble des unités d’enseignement de notre institution. Les résultats démontrent que la participation à l’EEE en ligne est généralement représentative du corps étudiant, bien que le taux de participation des étudiants plus performants au niveau académique s’estrévélé plus élevé . Cela nous fournit un argument important pour répondre aux inquiétudes souvent émises au sujet des problèmes liés à l’EEE.  \nIntroduction  \nReviews of student ratings of instruction (SRIs) have already addressed a number of common concerns regarding their validity and usefulness, but these concerns continue with the increasing use of online ratings. We have identified seven categories of persistent concerns often voiced by instructors. The identification process was informed by over a decade of professional consultations with instructors at McGill University and the research literature that has examined different facets of SRIs. Data analyses with online SRIs can help us address common concerns using an evidence-based approach (Adams & Umbach, 2012; Avery, Bryan, Mathios, Kang, & Bell, 2006; Gravestock & Gregor-Greenleaf, 2008) . The concerns can be divided into three categories: respondents, context, and academic rigour (Carell & West, 2010; Cashin, 1990; Johnson, 2003) . The concerns related to respondents are sample size, weak versus strong academic performance, and the“love it or hate it” response, which suggests that only","cbCainJaW5MiJr6U","https://ap.wps.com/l/cbCainJaW5MiJr6U","pdf",297751,17,"English","# Abstract\n# Introduction\n# Approach\n# Common Concerns in the Literature","[{\"question\":\"What seven common concerns does the paper examine about online SRI?\",\"answer\":\"It examines bias from insufficient sample size, effects of student academic performance, polarized student responses, disciplinary differences, class size, punishment of rigorous instructor standards, and the timing of final exams.\"},{\"question\":\"How does the study analyze online SRI data?\",\"answer\":\"It analyzes responses to two mandatory Likert scale questions about the course and the instructor, using consistency over time and across academic units to support the approach.\"},{\"question\":\"What do the results suggest about the usefulness of online SRIs?\",\"answer\":\"Overall participation is representative of the student body, though academically stronger students respond at a higher rate; the SRIs also produce evidence that can moderate worries about the concerns.\"}]","Addressing Common Concerns about Online Student Ratings of Instruction - A Research-Informed Approach | PDF",1792083554,43]