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Dimensions of Effective College Instruction
- The Review of Higher Education
- Johns Hopkins University Press
- Volume 8, Number 3, Spring 1985
- pp. 211-228
- 10.1353/rhe.1985.0018
- Article
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Prior research on the dimensions of effective college instruction is critically summarized. Problems with factor analytic studies include: the lack of a theoretical rationale for item selection; the use of incorrect units of analysis; the lack of student randomization to classes; the failure to control for setting effects; and, low content and construct validity. Suggestions for future research and implications for summative and formative evaluation are described.