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There was a time when research on student ratings of instruction seemed a special prerogative of the psycholo-gist. Psychologists broke the ground in this area a half-century ago, and they worked the land, unaided, for many years. From their research results, they forged a consensus about student ratings of instruction: student ratings provide a reliable, convenient, useful, and probably valid method for evaluating teacher performance (Guthrie, 1954; Remmers,
Kulik et al. (Sun,) studied this question.