Student Evaluation of Teaching: The analysis of measurement invariance across online and paper-based administration procedures of the Romanian version of Marsh’s Student Evaluations of Educational Quality scale

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2024-02-13 DOI:10.1016/j.stueduc.2024.101340

Daniel E. Iancu , Laurenţiu P. Maricuţoiu , Marian D. Ilie

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引用次数: 0

Abstract

Student Evaluation of Teaching (SET) instruments can be administered online or with paper and pencil. These procedures involve different interactions between respondents and instruments which could cause errors when administrators and researchers want to compare or relate online results with paper-based results. This study aimed to analyze if the Romanian version of the Student Evaluations of Educational Quality instrument presents similar psychometric characteristics regardless if it is completed online or by paper and pencil. Data was collected from two groups of students (N = 809). One group completed the SEEQ on paper-pencil support (312 responders, 38.6%). The other group completed the scale for the same teachers and courses, but online and one year later. Psychometrical checks and measurement invariance analysis suggested that the Romanian version of SEEQ has passed the internal validity and reliability test and presented configural, metric, and scalar invariance across the results obtained from both administration procedures.

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学生对教学的评价：对罗马尼亚版马什学生教育质量评价量表的在线和纸质施测程序的测量不变性分析

学生教学评价（SET）工具可以在线使用，也可以用纸笔使用。这些程序涉及受访者与工具之间的不同互动，当管理者和研究人员希望将在线结果与纸质结果进行比较或关联时，可能会造成误差。本研究旨在分析罗马尼亚版的 "学生教育质量评价 "工具是否具有相似的心理测量特征，无论其是在线完成还是用纸笔完成。研究收集了两组学生（人数= 809）的数据。一组学生在纸笔支持下完成了 SEEQ（312 人回答，占 38.6%）。另一组学生在一年后通过网络完成了针对相同教师和课程的量表。心理测量学检查和测量不变量分析表明，罗马尼亚语版的 SEEQ 通过了内部效度和信度检验，并在两种施测程序所获得的结果中呈现出构型、度量和标度不变量。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.