A meta-validation model for assessing the score-validity of student teaching evaluations

Anthony J. Onwuegbuzie, Larry G. Daniel, Kathleen M.T. Collins

Research output: Contribution to journalArticlepeer-review

66 Citations (Scopus)


Virtually every institution of higher education in the US uses some type of student teaching evaluation (STE) instrument as a means of assessing instructors' instructional performance in courses. Unfortunately, many administrators and faculty misinterpret STE ratings. Therefore, the present article provides a comprehensive critique of STE instruments. In particular, we build on Messick's (Educational Measurement, MacMillan, pp. 13-103, and Messick (Am. Psychol., 50, 741-749, 1995, 1989) conceptualization of validity to yield what we refer to as a meta-validity model that subdivides content-, criterion-, and construct-related validity into several areas of evidence. We use our meta-validity model to conduct a meta-validity analysis of STEs. Specifically, we assessed the score-validity of STEs based on findings from the extant literature. We conclude that strong evidence has been provided with respect to areas of criterion-related validity; however, for the most part, weak or inadequate evidence has been provided with regard to areas of both content-related and construct-related validity. This seriously calls into question both the score-validity and utility of STEs.

Original languageEnglish
Pages (from-to)197-209
Number of pages13
JournalQuality and Quantity
Issue number2
Publication statusPublished - Mar 2009
Externally publishedYes


  • Formative evaluation
  • Meta-validity analysis
  • Meta-validity model
  • Summative evaluation
  • Teaching evaluations

ASJC Scopus subject areas

  • Statistics and Probability
  • General Social Sciences


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