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Equating student satisfaction measures.

Svetlana A Beltyukova1, Gregory E Stone, Christine M Fox

  • 1University of Toledo, Mail Stop 404, 2809 W. Bancroft St., Toledo, OH 43606, USA. sbeltyu@utoledo.edu

Journal of Applied Measurement
|February 6, 2004
PubMed
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Creating a common metric for student satisfaction is possible. This study shows two satisfaction instruments can be scaled together, aiding policy decisions.

Area of Science:

  • Educational Measurement
  • Psychometrics
  • Higher Education Research

Background:

  • Student satisfaction studies are vital for policy-making in higher education.
  • Current satisfaction data is often inconsistent due to varying instruments and self-reported ratings, limiting comparability.
  • A unified metric for student satisfaction is needed to enhance decision-making.

Purpose of the Study:

  • To investigate the feasibility of scaling two national student satisfaction instruments onto a single quantitative metric.
  • To determine if a common metric can be established for comparing student satisfaction data across different institutional contexts.

Main Methods:

  • Utilized pseudo-common item equating (Fisher, 1997) with five linking items.
  • Employed items with both low and high endorsability to bridge differences between instruments.

Related Experiment Videos

  • Calibrated items from different instruments administered to separate samples.

    • Main Results:

    • Results indicate that the two instruments measure similar underlying constructs of student satisfaction.
    • The study successfully demonstrated that the instruments can be reasonably scaled onto a common metric.
    • Pseudo-common item equating proved to be a useful and viable process for this purpose.

    Conclusions:

    • A common metric for student satisfaction is achievable, enhancing data comparability for policy decisions.
    • Pseudo-common item equating is a valuable technique for integrating data from different student satisfaction surveys.
    • Despite sample limitations, the findings support the utility of this equating method in higher education research.