CRITERION-REFERENCED SCORE INTERPRETATIONS
All of the preceding score interpretations compare a score rating to the score range and points along the scale. For example, any rating can be above or below the midpoint or even higher or lower on the respective scale in terms of degree of favorableness, such as illustrated in the previous blog. Cut-off scores can also be set for criterion-referenced interpretations.
NORM-REFERENCED SCORE INTERPRETATIONS
Alternatively or in addition to these score interpretations, ratings can be compared to scores by a norm group, such as those by instructors of similar courses and/or instructors in your department, school, or university. They can also be compared to regional or national norms of instructors who teach the same courses you teach. Commercially-produced scales, such as IDEA, offer those normative scores. These comparisons are called norm-referenced interpretations. The scores at the various levels are still the same; they’re just summarized and reported for different groups of instructors and courses.
STRUCTURED VS. UNSTRUCTURED RESULTS
Did you do really well? If not, you should be able to figure out why you didn't. The answers to the unstructured or open-ended questions at the end of your scale usually provide reasons to explain the responses to the structured student ratings. The structured and unstructured items yield complementary evidence of your performance. Now you probably have more information than you want. That’s why I’m here for you.
I hope the preceding 2 weeks of blogs on interpreting student rating results have helped a little to make sense out of the scores you received. At least, you may have a basic understanding of the possible scores that can be reported and how you can use them to improve your teaching.
Let me know if you have any questions about the material presented. Much more detail on these topics is covered in my Thirteen Strategies book.
HAPPY STUDENT RATINGS!!
COPYRIGHT © 2010 Ronald A. Berk, LLC
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