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A major criticism of student evaluations of teaching is that they do not reflect student perspectives. Using critical incidents job analysis, students identified nine teaching effectiveness competencies: communication, availability, creativity, individual consideration, social awareness, feedback, professionalism, conscientiousness and problem‐solving. The behaviourally anchored Evaluation of Teaching Competencies Scale is a highly reliable (alpha = .94), unidimensional measure that correlated strongly with an instructor‐related composite of the Students’ Evaluation of Educational Quality (SEEQ, r = .72), but not to a SEEQ composite related to instructor assigned work (r = .04, N = 195). The results are discussed in the context of other measures of teaching effectiveness and transformational leadership theory.
Catano et al. (Tue,) studied this question.
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