Using a generic student opinion survey to evaluate college conductors: Investigation of validity, dimensionality, and variability

The purposes in the investigation of a generic student opinion survey (SOS) were to identify its dimensionality, evaluate its content and concurrent criterion validity, and explain the variance in opinions of ensemble director effectiveness. Factor analysis identified two dimensions: Methodical comprised items for preparation, presentation, organization, helped me learn, and overall effectiveness; Sociable comprised items for respect, accessibility, and enthusiasm. Overall effectiveness and helped me learn were shown to be redundant global items. Results confirmed that the generic SOS validly measures only basic levels of music instruction and lacks validity in measuring conducting and other specialized competencies for higher levels of music learning. Additional discipline-specific items or measurement instruments are therefore suggested in the evaluation of conductors. An average 37% of variability in SOS ratings was explained: most by Positive Learning Environment, Time Efficiency, and other music teaching style dimensions; less by motivation and demographic variables; and no significant relations found with learning style. Results suggest that students provided reasonable ratings. Internal reliability problems pointed out the needs to avoid confusing survey construction and to test the reliability of instruments used in the personnel evaluation process.