WEIGHTING FOR THE RIGHT CRITERIA IN THE INSTRUCTIONAL-DEVELOPMENT ANDEFFECTIVENESS ASSESSMENT (IDEA) SYSTEM - GLOBAL AND SPECIFIC RATINGS OF TEACHING EFFECTIVENESS AND THEIR RELATION TO COURSE OBJECTIVES

Students' evaluations of teaching effectiveness (SETEs) on global and specific items were related to progress on course objectives for 29,54 3 university classes using the Instructional Development and Effective ness Assessment (IDEA) system. Factor analysis identified hypothesized SETE factors: Learning/Value, Enthusiasm, Organization, Interaction, Exams, and Workload. In the IDEA composite, progress on each objective is weighted by teacher ratings of the objective's importance, but unw eighted composites were more highly correlated with SETEs than the IDE A composite, thus undermining support for this use of teacher importan ce ratings. Although global and specific SETEs were related to progres s on course objectives, the Learning/Value relations were predicted an d found to be strongest, and an empirically optimal subset of items di d not even include global items. The results support H. W. Marsh's (19 87b) multidimensional, construct validity approach to SETEs.