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ERIC Number: ED417664
Record Type: Non-Journal
Publication Date: 1996-Apr
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Longitudinal Trends in Student Instructional Ratings: Does Evaluation of Teaching Lead to Improvement of Teaching?
Murray, Harry G.; Jelley, R. Blake; Renaud, Robert D.
This study examined effects of student evaluation of faculty teaching for 7 departments in the Faculty of Social Science at the University of Western Ontario over a 21-year period. The sample of teachers included 1322 faculty members who had taught undergraduate courses in one or more year between 1973-74 through 1993-94. The same 10-item teaching evaluation form was used continuously throughout this period. The evaluation form focused on classroom teaching skills such as explaining clearly, showing enthusiasm, and encouraging student participation. Significant improvement across years was found for 5 of the 7 departments, for the faculty as a whole, and for a fixed group of 72 faculty members who had taught continuously throughout the 21-year observation period. These results, in combination with similar evidence from faculty opinion surveys and field experiments on student feedback, support the view that student evaluation of teaching contributes significantly to improvement of teaching quality. (DB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A