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ERIC Number: ED073176
Record Type: RIE
Publication Date: 1972-Aug
Pages: 77
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Utility of Student Ratings for Instructional Improvement: I. The Effectiveness of Student Feedback in Modifying College Instruction; II. Self-Ratings of College Teachers: A Comparison with Student Ratings.
Centra, John A.
Two studies are reported. In the first, the effectiveness of student ratings in improving college teaching was investigated. Teachers in five diverse colleges were assigned randomly to a feedback (treatment), no-feedback (control), or posttest group. The feedback and no-feedback groups used a student rating from in one of their classes at midsemester and responded to a self-evaluation form. The feedback group received a summary of student responses. Both groups administered the form again at the end of the semester, as did the posttest group. If student feedback improved instruction, end-of-semester ratings of the feedback group should have been better than the other groups. But multivariate analysis of variance results indicated no significant differences among the groups. Regression analyses indicated that student feedback did effect changes in teachers who had rated themselves more favorably than their students had rated them. In the second study, teacher self-ratings were compared to student ratings to investigate the extent to which instructors learn something from students about their teaching. Teachers generally evaluated their teaching somewhat differently from the way their students evaluated it. Comparisons across items between student and faculty responses indicate that instructors are aware of many of their strengths and weaknesses but see themselves more favorably in absolute terms. (Author/KM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: ESSO Education Foundation, New York, NY.
Authoring Institution: Educational Testing Service, Princeton, NJ.