Toward a Systems Approach to Student-Based Ratings of Instruction

Summary

A system consists of interrelated and interacting components which are employed to function in an integrated fashion to attain predetermined outcomes. The systems view has important implications for planning and evaluation in higher education. Two studies focused on (a) components of a student-based instructional evaluation system and (b) input-output relationships. In Study 1, 46 ratings were obtained from 5378 Ss enrolled at the University of Hawaii. Factor analysis yielded five identifiable components: Instructor Impact, Efficient Course Management, Interest/Attention Value, Cognitive Outcomes, and Affective Outcomes. In Study 2, 54 ratings were obtained from 7280 Ss. Factor analysis yielded six identifiable components: Instructor Competence, Intimacy, Instructional Expectations, General Instructional Outcomes, Openness, and Interest/Attention Value. Factor scores were computed and related to three “output” indices (e. g., morale, effort, and satisfaction).

The findings were discussed in light of efficient classroom management and greater utilization of resources. The mechanistic view was rejected. The systems view has implications for both “hard” and “soft” outcomes of the teaching-learning enterprise.