Validation of a research-based student survey of instruction in a college of education

Thomas M. Haladyna, Audrey Beardsley

Research output: Contribution to journalArticlepeer-review

2 Scopus citations


As a preparer of students for the profession of teaching, a college, school, or department of education in higher education has an expectation that instructors teach competently. In higher education, the student survey of instruction is one of the most important among other indicators of teaching effectiveness. This article presents a validation of a new student survey of instruction in a college of education. In this validation, we found the new survey to be as troublesome as the previous survey. Four major findings emerged from this study that offer hope for a new and improved survey of instructional effectiveness. These findings involve estimating reliability, subscore validity, course relevance and rigor of the instructor, and construct-irrelevant variables that threaten validity. Given the failed validation, many cogent observations provide guidance for the design and development of improved forms that may overcome these threats to validity and guide others in validating teaching effectiveness surveys.

Original languageEnglish (US)
Pages (from-to)255-276
Number of pages22
JournalEducational Assessment, Evaluation and Accountability
Issue number3
StatePublished - Jan 9 2009


  • Assessment
  • Course evaluation
  • Formative evaluation
  • Instructional effectiveness
  • Measurement
  • Student attitudes
  • Summative evaluation

ASJC Scopus subject areas

  • Education
  • Organizational Behavior and Human Resource Management


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