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Test-Retest Reliability of a Tutor Evaluation Form Used in a Problem-Based Curriculum

This paper reports an investigation of the test-retest reliability of student evaluations of tutors in a Problem-Based Learning curricula at McMaster University. Thirty first-year Occupational Therapy students in five tutorial groups completed a 19 item tutor evaluation scale. To examine test-retest reliability they completed the scale on two occasions separated by a three day interval. Fourteen items had test-retest generalizability coefficients greater than .70. Student evaluations appear to have promising reliability. Suggestions for the improvement of reliability include familiarization with the form and ensuring that administration occurred separately from formal student evaluations.