z-logo
Premium
A rating scale for tutor evaluation in a problem‐based curriculum: validity and reliability
Author(s) -
DOLMANS D. H. J. M.,
WOLFHAGEN I. H. A. P.,
SCHMIDT H. G.,
Van Der VLEUTEN C. P. M.
Publication year - 1994
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2923.1994.tb02735.x
Subject(s) - tutor , generalizability theory , reliability (semiconductor) , curriculum , rating scale , confirmatory factor analysis , psychology , scale (ratio) , set (abstract data type) , validity , computer science , mathematics education , construct validity , medical education , applied psychology , psychometrics , pedagogy , machine learning , medicine , clinical psychology , structural equation modeling , developmental psychology , power (physics) , physics , quantum mechanics , programming language
Summary: An instrument has been developed to assess tutor performance in problem‐based tutorial groups. This tutor evaluation questionnaire consists of 13 statements reflecting the tutor's behaviour. The statements are based on a description of the tasks set for the tutor. This study reports results on the validity and reliability of the instrument. Confirmatory factor analysis showed that a three‐factor model fitted the data reasonably well. The three factors are: (1) guiding students through the learning process, (2) content knowledge input, and (3) commitment to the group's learning. Generalizability studies indicated that the rating scales provide reliable information with student responses of existing tutorial group sizes. It is concluded that the tutor evaluation questionnaire is a fairly valid and reliable instrument that can be used in staff development programmes.

This content is not available in your region!

Continue researching here.

Having issues? You can contact us here