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The Universal Student Ratings of Instruction instrument was administered to students at the end of each course over a three-year period at a major Canadian university. A latent variable path model fit the data moderately and showed that course status and description affect ratings only indirectly through engagement indicators such as attendance and expected grade, while many other factors also shape ratings.",{"@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/student-ratings-of-teaching-effectiveness-student-engagement-and-course-characteristics/597401/",{"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/student-ratings-of-teaching-effectiveness-student-engagement-and-course-characteristics/597401.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What instrument was used to assess teaching effectiveness ratings?","Question",{"text":112,"@type":113},"The study used the Universal Student Ratings of Instruction instrument administered at the end of each course.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the latent variable path model relate course characteristics to student ratings?",{"text":117,"@type":113},"Course status and description were not directly related to ratings; their effects were mediated by student engagement measured through attendance and expected grade.",{"name":119,"@type":110,"acceptedAnswer":120},"What broader conclusion did the study draw despite the model’s adequacy?",{"text":121,"@type":113},"Although the statistical model was adequate, the results indicate that many other factors influence how students rate instructors.","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},597401,1792876565,{"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":24,"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},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","CSSHE SCÉES  \nCanadian Journal of Higher Education Revue canadienne d’enseignement supérieur  \nVolume 39, No. 􀀱 , 2009, pages 􀀱-􀀱3 [www.ingentaconnect.com/content/csshe/cjhe](www.ingentaconnect.com/content/csshe/cjhe)  \nStudent Ratings of Teaching Effectiveness: Student Engagement and Course Characteristics  \nTanya Beran Claudio Violato University of Calgary  \nAbstrAct  \nCharacteristics of university courses and student engagement were examined in relation to student ratings of instruction. The Universal Student Ratings of Instruction instrument was administered to students at the end of every course at a major Canadian university over a threeyear period. Using a two-step analytic procedure, a latent variable path model was created. The model showed a moderate fit to the data (Comparative Fit Index = .88), converged in 􀀱0 iterations, with a standardized residual mean error of .03, χ2 (􀀱49) = 􀀱988.59, p \u003C .05. The model indicated that course characteristics such as status and description are not directly related to student ratings. Rather, they are mediated by student engagement, which is measured by student attendance and expected grade. It was concluded that, although the model is statistically adequate, many other factors determine how students rate their instructors.  \nrésumé  \nCette recherche évalue les caractéristiques des cours universitairesainsi que la participation des étudiants en rapport avec l’évaluation estudiantine de l’enseignement. Pendant trois ans, dans une grande université du Canada, on a administré un outil d’évaluation appelé  \n2 CJHE / RCES Volume 39, No. 􀀱 , 2009  \n« Universal Student Ratings of Instruction » [évaluation estudiantine globale de l’enseignement] auprès des étudiants, à la fin de chaque cours. On créa un modèle d’analyse à variables latentes en utilisant uneméthode d’analyse à deux étapes. Le modèle s’accordait passablement aux données (Indice d’ajustement comparatif = .88), a convergé dans dix itérations avec une déviation standard à résidu normalisé de .03, χ2 (􀀱49) = 􀀱988.59, p \u003C .05. Le modèle démontre que les caractéristiques des cours tels que le statut et la description ne sont pas directement liés aux évaluations des professeurs. Elles sont plutôt influencées par la participation des étudiants, et mesurées par l’assiduité des étudiants ainsi que par les notes anticipées. Bien que le modèle soit adéquat statistiquement, les résultats suggèrent qu’il existe plusieurs autres éléments influençant l’évaluation des professeurs par les étudiants.  \nIntroductIon  \nSince student evaluations of teaching effectiveness can have a significant impact on instructors’ careers (Sprinkle, 2008), considerable research has been conducted to ensure that these ratings are valid. Greenwald (􀀱997) concluded that these studies “give a clear impression that major questions of the 􀀱970s about ratings validity were effectively answered and largely put to rest by subsequent research” (p. 􀀱􀀱84) . Nevertheless, researchers suggest that various characteristics about the courses and the students themselves may, in part, contribute to these ratings. Course and student characteristics have typically been studied for their impact on student ratings of instruction, while studies examining the relative importance of several of these characteristics simultaneously are rare. Accordingly, in the present study, we set out to determine the extent to which characteristics about the course and student engagement in the course influence how students rate their instructors.  \nValidity  \nValidity refers to the extent to which a measure accurately quantifies the construct being measured (Messick, 􀀱989) . In the context of teaching evaluation, when student ratings reflect the process of instruction (i.e., what teachers do when they teach) and the impact of teachers on the desired products of instruction (i.e., student learning), the ratings are said to be valid (Abrami, d’Apollonia, & Cohen, 􀀱990) . Over the past several decades, ","cbCaitl5nrbqYvQZ","https://ap.wps.com/l/cbCaitl5nrbqYvQZ","pdf",221145,13,"English","# Abstract\n# Introduction\n# Validity\n# Course Characteristics\n# Student Engagement\n# Methodology and Results","[{\"question\":\"What instrument was used to assess teaching effectiveness ratings?\",\"answer\":\"The study used the Universal Student Ratings of Instruction instrument administered at the end of each course.\"},{\"question\":\"How did the latent variable path model relate course characteristics to student ratings?\",\"answer\":\"Course status and description were not directly related to ratings; their effects were mediated by student engagement measured through attendance and expected grade.\"},{\"question\":\"What broader conclusion did the study draw despite the model’s adequacy?\",\"answer\":\"Although the statistical model was adequate, the results indicate that many other factors influence how students rate instructors.\"}]","Student Ratings of Teaching Effectiveness - Student Engagement and Course Characteristics | PDF",1792084941,33]