Validity evidence for the Experiences of Teaching and Learning Questionnaire (ETLQ) in evaluations of quality learning: A systematic critical literature review

Abstract

The use of the Experiences of Teaching & Learning Questionnaire (ETLQ) for the evaluation of learning quality in higher education has been expanding during the last decade, thus a review of the instrument’s validity evidence is warranted. The design of the study was a systematic critical literature review. We evaluated the strength of the validity evidence of 17 included studies with a quality appraisal framework reflecting current standards for educational testing. The evidence supporting the central validity assumptions of the ETLQ scales is currently weak to moderate and incomplete. Thus, caution against the uncritical use of ETQL scores for high-stakes educational decisions is warranted. The appraisal framework used was useful for creating an overview of the evidence. However, attention to more general aspects of study quality, and consensus deliberations with three to four raters was also important for sufficiently reliable appraisal of the evidence.