ERIC Number: EJ786745
Record Type: Journal
Publication Date: 2007-May
Reference Count: 0
Regular Feedback from Student Ratings of Instruction: Do College Teachers Improve Their Ratings in the Long Run?
Lang, Jonas W. B.; Kersting, Martin
Instructional Science: An International Journal of the Learning Sciences, v35 n3 p187-205 May 2007
The authors examined whether feedback from student ratings of instruction not augmented with consultation helps college teachers to improve their student ratings on a long-term basis. The study reported was conducted in an institution where no previous teaching-effectiveness evaluations had taken place. At the end of each of four consecutive semesters, student ratings were assessed and teachers were provided with feedback. Data from 3122 questionnaires evaluating 12 teachers were analyzed using polynomial and piecewise random coefficient models. Results revealed that student ratings increased from the no-feedback baseline semester to the second semester and then gradually decreased from the second to the fourth semester, although feedback was provided after each semester. The findings suggest that student ratings not augmented with consultation are far less effective than typically assumed when considered from a long-term perspective.
Descriptors: Student Evaluation of Teacher Performance, Feedback (Response), Teacher Effectiveness, College Faculty, Achievement Rating
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A