The Effects of Question Order Difference on Student Ratings of Instruction: MI and MMI Analysis Approaches
Other Title
學生評鑑教師教學題目安排順序不同對學生評鑑教師的影響：MI與MMI分析取向
Journal
測驗學刊 = Psychological Testing
Journal Volume
59
Journal Issue
1
Start Page
131-156
ISSN
1609-4905
Date Issued
2012-03
Author(s)
Abstract
The purpose of this study is to investigate the effects of question order difference on student ratings of instruction. The sample consisted of 182 undergraduate classes from a university in the east coast of Taiwan, class size ranging between 11 and 92, and the total sample were 6,568 students. There were two forms (Form A and Form B) of the Student Ratings of Instruction (SRI) Instrument. Form A, the student ratings of instruction items were placed before the student self-evaluation items. On Form B, the question order was opposite to the order of Form A.The measurement invariance test revealed that subjects in a different order on the SRI at the student level scores remain identical, but at the class level the result was influenced by a high degree of polymerization of linear without clear explanations. Therefore, the follow-up analysis was discussed in two parts to explore them in depth.First, in the case of the model in the control group variance, SRI construct factors and scores were found to be identically equal. Second, in cross-level analysis framework, the results also remain identical. Based on the results of this study, some suggestions were provided for the practice and the future study as well.
Subjects
Measurement Invariance
Multilevel-Measurement Invariance
Student Ratings of Instruction
Publisher
中國測驗學會
Type
journal article