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The validity of student rating measures of instructional quality was severely questioned in the 1970s. By the early 1980s, however, most expert opinion viewed student rating measures as valid and as worthy of widespread use. In retrospect, older discriminant-validity concerns were not so much resolved as they were displaced from research attention by accumulating evidence for convergent validity. This article introduces a Current Issues section that gives new attention to validity concerns associated with student ratings. The section's 4 articles deal, respectively, with (a) conceptual structure (are student ratings unidimensional or multidimensional?), (b) convergent validity (how well do ratings correlate with other indicators of effective teaching?), (c) discriminant validity (are ratings influenced by factors other than teaching effectiveness?), and (d) consequential validity (are ratings used effectively in personnel development and evaluation?). Although all 4 articles favor the use of ratings, they disagree on controversial points associated with interpretation and use of ratings data.
Anthony G. Greenwald (Wed,) studied this question.