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Updating RIGs : including the systematic influence of online study on student evaluation of teaching Palmer, Stuart and Smith, Calvin 2013, Updating RIGs : including the systematic influence of online study on student evaluation of teaching, Educational research and evaluation, vol. 19, no. 1, pp. 77-90. Attached Files Name Description MIMEType Size Downloads palmer-updatingrigs-post-2013.pdf Author's post print application/pdf 141.54KB 5 Title Updating RIGs : including the systematic influence of online study on student evaluation of teaching Author(s) Palmer, Stuart Smith, Calvin Journal name Educational research and evaluation Volume number 19 Issue number 1 Start page 77 End page 90 Total pages 14 Publisher Taylor & Francis Place of publication London, England Publication date 2013 ISSN 1744-4187 1380-3611 Keyword(s) student evaluation of teaching online courses rating interpretation guide Summary Based on student evaluation of teaching (SET) ratings from 1,432 units of study over a period of a year, representing 74,490 individual sets of ratings, and including a significant number of units offered in wholly online mode, we confirm the significant influence of class size, year level, and discipline area on at least some SET ratings. We also find online mode of offer to significantly influence at least some SET ratings. We reveal both the statistical significance and effect sizes of these influences, and find that the magnitudes of the effect sizes of all factors are small, but potentially cumulative. We also show that the influence of online mode of offer is of the same magnitude as the other 3 factors. These results support and extend the rating interpretation guides (RIGs) model proposed by Neumann and colleagues, and we present a general method for the development of a RIGs system. Language eng Field of Research 130303 Education Assessment and Evaluation 130304 Educational Administration, Management and Leadership Socio Economic Objective 970113 Expanding Knowledge in Education HERDC Research category C1 Refereed article in a scholarly journal Copyright notice ©2013, Taylor & Francis Persistent URL http://hdl.handle.net/10536/DRO/DU:30051025 Document type: Journal Article Collections: Faculty of Science, Engineering and Built Environment Institute of Teaching and Learning Higher Education Research Group Open Access Collection Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. Versions Version Filter Type Wed, 06 Mar 2013, 12:53:38 EST Wed, 06 Mar 2013, 12:54:54 EST Thu, 07 Mar 2013, 08:09:54 EST Tue, 10 Dec 2013, 08:46:26 EST Tue, 10 Dec 2013, 08:48:19 EST Filtered Full Access Statistics: 230 Abstract Views, 5 File Downloads  -  Detailed Statistics Created: Wed, 06 Mar 2013, 12:53:38 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.