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This study used a multistage mixed-methods analysis to assess the content-related validity (i.e., item validity, sampling validity) and construct-related validity (i.e., substantive validity, structural validity, outcome validity, generalizability) of a teaching evaluation form (TEF) by examining students’ perceptions of characteristics of effective college teachers. Participants were 912 undergraduate and graduate students (10.7% of student body) from various academic majors enrolled at a public university. A sequential mixed-methods analysis led to the development of the CARE-RESPECTED Model of Teaching Evaluation, which represented characteristics that students considered to reflect effective college teaching—comprising four meta-themes (c ommunicator, a dvocate, r esponsible, e mpowering) and nine themes (r esponsive, e nthusiast, s tudent centered, p rofessional, e xpert, c onnector, t ransmitter, e thical, and d irector). Three of the most prevalent themes were not represented by any of the TEF items; also, endorsement of most themes varied by student attribute (e.g., gender, age), calling into question the content- and construct-related validity of the TEF scores.
Onwuegbuzie et al. (Thu,) studied this question.