Student evaluation of economics teaching: Is a single-item teaching effectiveness measure reliable and valid?

Temesgen Kifle

The Journal of Economic Education, 2025, vol. 56, issue 3, 205-221

Abstract: Most higher education institutions (HEIs) rely on a single-item summary question to assess instructional effectiveness in summative evaluations. This study’s author evaluates the validity and reliability of such a single-item measure, using Student Evaluation of Teaching (SET) data from a Group of Eight (Go8) university in Australia during 2017–21, encompassing 108 courses taught by 94 instructors and 599 repeated cross-sectional (RCS) individual SETs. Construct and convergent validity were evaluated through correlation and Exploratory Factor Analysis (EFA), and predictive validity was assessed through multiple regression analysis, while reliability was assessed using the correction for attenuation formula and EFA. The findings support the validity and reliability of a single-item measure assessing teaching effectiveness as perceived by students, consistent with prior research on its psychometric properties.

Date: 2025
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DOI: 10.1080/00220485.2025.2468969

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