Abstract
Previous research has suggested that ratings used to make administrative decisions are lenient when compared with ratings obtained for research purposes only. The present study examined the effects of the purpose of rating on multivariate measures of accuracy in observing teacher behavior as well as measures of accuracy in evaluating teaching performance. 45 undergraduates viewed and evaluated videotaped lectures under conditions in which they were informed that their ratings would be used for research only or for making important decisions about those being rated. The purpose of rating did not affect measures of accuracy in rating the frequency with which a number of critical behaviors occurred on each tape. The purpose of rating also did not affect multivariate measures of performance rating accuracy. Purpose did, however, affect the relationship between accuracy in observing teacher behavior and accuracy in evaluating teaching performance. It is suggested that purpose affects the way in which raters process behavioral information without necessarily affecting the general level of rating. (40 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
| Original language | English |
|---|---|
| Pages (from-to) | 45-54 |
| Number of pages | 10 |
| Journal | Journal of Educational Psychology |
| Volume | 76 |
| Issue number | 1 |
| DOIs | |
| Publication status | Published - Feb 1984 |
| Externally published | Yes |
Keywords
- purpose of rating, measures of accuracy in observing teacher behavior & evaluating teaching performance, college students