ERIC Number: ED117199
Record Type: RIE
Publication Date: 1975-Oct
Reference Count: 0
Formative Student Evaluation of Instruction. TM Report 46.
Sherman, Thomas M.
Current practices and controversial issues pertaining to student evaluation of instruction are briefly reviewed and followed by a discussion of the application of formative evaluation to this endeavor. Two reasons are generally given for conducting teacher evaluations by students: identification of good teachers and instructional improvement. Summative evaluation appears to provide the identification but does not appear to improve instruction. The use of summative evaluation alone ignores the dynamic and process characteristics of teaching and makes teaching seem to be a static product which is unchanging and unidimensional. A formative approach appears best suited to provide information on improving instruction and should meet these three criteria: (1) it should be specific to a lesson, objective, or teaching behavior; (2) it should be conducted frequently; and (3) it should yield information which may foster the improvement of instruction during the teaching process. Such evaluation must be an integral part of the teaching process. In this way a closed feedback loop is created wherein information may be continually recycled. Formative evaluation should be embedded in a series of comprehensive and systematic procedures designed to evaluate instructional quality. Using formative evaluation by students effectively and in concert with other forms and sources of information should help teachers answer many questions about their teaching effectiveness and ultimately result in teaching improvement. (RC)
Descriptors: Elementary Secondary Education, Feedback, Formative Evaluation, Student Evaluation of Teacher Performance, Teacher Effectiveness
ERIC Clearinghouse on Tests, Measurement, and Evaluation, Educational Testing Service, Princeton, N.J. 08540 (free while supplies last)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Tests, Measurement, and Evaluation, Princeton, NJ.