Evaluating the quality of teaching in art : a social judgment analysis Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/tb09j9770

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  • This study, based on Brunswik's (1952, 1956) lens model, examined the judgment policies employed by 67 art students and faculty when they evaluate instruction. Four groups of subjects, non-art majors, undergraduate art majors, graduate and bachelor of fine arts students, and faculty members, judged a series of 35 hypothetical teacher profiles containing seven cues relating to teaching ability. It was hypothesized that: (1) no significant difference would exist between cues in weights given them by the subjects; (2) no significant difference would exist between groups in their patterns of cue usage; and (3) subjects would be unsuccessful in subjectively stating their cue usage patterns. Analyses of the data were carried out using correlation and analysis of variance. Findings indicated that, although cues were differentially weighted within groups, there was little difference between groups in patterns of information usage. The instructor's knowledge of the subject, his enthusiasm, his ability to communicate, and his degree of supportiveness toward the student were found to be the most heavily weighted factors. The subjects' use of knowledge as a cue was found to be significantly different between groups. Correlations between empirical and subjective judgment policies were found to be in the low moderate range. Results are discussed in.terms of the findings of prior studies of teacher evaluation.
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