民94 ， 47 卷， 2 期， 113-125
Te-Sheng Chang（Granduate Institute of Compulsory Education, National Hualien Teachers College）
The purpose of this study was to compare the difference between the paper administration procedure and the online administration procedure regarding the reliability and validity of student ratings of instruction. The instrument was a Student Ratings of Instruction (SRI) form developed by the National Hualien Teachers College, 1995. Using a repeated measure design, the SRI was administrated to 624 undergraduate courses, 198 (31.73%) freshman, 161 (25.80%) sophomore, 146 (23.40%) junior, and 119 (19.07%) senior courses, fall 2001. Results indicate that internal consistency reliabilities and factor loadings for the online method are similar to those obtained for the paper method. Additionally, high between-method correlations (convergent validity coefficients) are obtained for subjects who completed both administration formats, indicating the rank order of courses is basically unchanged across the methods. The paper scores are significantly higher than the online scores on all of the evaluation items, factors, and the total scores. This finding supports the position that the ratings scores are influenced by survey method but the validities and reliabilities are not.
Keywords: Student Ratings of Instruction, Faculty Evaluation, Paper Survey, Online Survey, Internal Consistency Reliability, Construct Validity