Is Using a SRI to determine the fate of teachers or commencement of work suitable? A mixture IRT analysis

Ming Ci Tseng, Haw Jeng Chiou, Te Sheng Chang, Pao Feng Lo

Research output: Contribution to journalArticle

1 Citation (Scopus)


This study examines the effects of variability in student ratings regarding instruction on decision-making for faculty teaching evaluation. A total of 6,111 undergraduate students from 173 classes in a university on the east coast of Taiwan were included in the research sample. This study is different from previous studies regarding student ratings for instruction that are constructed in classical test theory. We use item response theory to analyze the heterogeneity of students, to rigorously examine the effects on student ratings regarding instruction. The results show that teachers may easily exceed the teaching criterion score set by the university when not considering the heterogeneity of the student ratings. However, the different latent types of the variability of student ratings may be important for interpreting the results of different student rating scores. The recommendations for university teaching and student ratings regarding instruction are created based on the results from this study.

Original languageEnglish
Pages (from-to)91-116
Number of pages26
JournalJournal of Research in Education Sciences
Issue number1
Publication statusPublished - 2013 Jan 1



  • Mixture IRT analysis
  • Student ratings of instruction

ASJC Scopus subject areas

  • Education

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