The detection and correction of bias in student ratings of instruction |
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| Authors: | Thomas Haladyna Robert K Hess |
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| Institution: | (1) Department of Education, Arizona State University West, P.O. Box 37100, 85069-7100 Phoenix, AZ |
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| Abstract: | With the use of surveys of instructional effectiveness that use Likert rating scales, bias is a potential threat to the validity
of interpretations. Simple summation of ratings or the use of larger samples are not methods for removing bias. In this study,
a new model for scaling ratings is examined. The method both identifies and corrects for bias. Working with a database of
student ratings of college instruction, the model was tested in terms of a variety of criteria. Results indicated that bias
was detected and that it was large enough to warrant our concern. The statistical corrections were significant both in terms
of order and magnitude of class means. Implications for future studies include the specification of more potential sources
of bias, the interaction of some of these factors, and the development of more systematic evidence supporting the need to
be attentive to bias. The many-faceted Rasch model used in this study needs more evaluation before we are convinced of its
utility to study and correct for bias, but preliminary evidence is encouraging. Recommendations were offered for a theoretical
rationale for studying bias in student ratings of instructional effectiveness and a program of research leading to the use
of this model for reporting results for use in improving instruction and for promotion, tenure, and merit decisions.
An earlier version of this paper was presented at the annual meeting of the American Educational Research Association, Atlanta
April 1993. |
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