A model of instructional communication as a framework for analyzing and interpreting student ratings of instruction

This study applied the Instructional Communication Model (Richmond & Gorham, 1992) to an analysis of student ratings of instruction (SRIs). Based on the model and the available SRI instrument, analyses focused on the relationship between the teacher and content components of the model, reflected respectively by instructor effectiveness and course quality SRI items. Data were drawn from actual application of SRIs in a Department of Communication Studies. Inter‐item correlations showed global ratings in each factor were best predicted by specific rating items in the same factor. There was a slight tendency for some specific items in the instructor effectiveness set to be as well associated with global course ratings as were some of the specific course quality items. Multiple correlations revealed that the best combined set of items for estimating global instructor effectiveness contained global course quality as the primary contributor. Findings are discussed in terms of the model of instructional communication.

Key concepts:

• Instructional communication model
• student ratings of instruction
• instructor effectiveness
• course quality
• specific rating items
• global rating items