This study was designed to assess the effects on faculty performance of a combination of feedback and personal consultations using college student evaluations. (Author)

Examines 16 myths regarding student rating of instructors and instruction from the perspective of research that has been conducted over 74 years. Concludes that the myths actually are, on the whole, myths. Suggests ways to improve and document instructional effectiveness. (Contains 153 references.) (Author/SLD)

Because student evaluations of teacher performance are often used in salary and promotion decisions, it is important that they are not influenced by student and course characteristics that are beyond the control of the instructor. This article investigates correlation of course and student characteristics and whether student responses on general…

When faculty evaluation systems are proposed, students, faculty, and administrators often think only of questionnaires and assignment of data-processing tasks. Much more must be considered, including balancing the needs of all constituencies, designing student-rating forms and administration procedures, and the treatment and uses of the…

Eight of the most common faculty concerns about student evaluations of instruction are discussed: inconsistent student judgments, the perception that only colleagues are qualified to evaluate peers' instruction, student-rating schemes as popularity contests, unreliable and invalid student-rating forms, etc. Research shows that faculty concerns are…

A 10-year followup was conducted of a study that examined the effectiveness of expert consultation and student feedback provided to college faculty. A 1978 study (Aleamoni) found significant improvement in student ratings for a group of instructors receiving student feedback and expert consultation in comparison to a group of instructors receiving…

The differences in student ratings between male and female instructors in Anthropology were examined in a study of approximately 3,156 student ratings of 82 male and 32 female instructors over a two-year period. An assessment instrument was developed to assess teaching effectiveness. Analysis of the results seemed to indicate that instructors in…

The development of the Arizona Course/Instructor Evaluation Questionnaire is described. Related research is presented demonstrating the reliability and validity of the Arizona Course/Instructor Evaluation Questionnaire. (Author/JKS)

Issues and developments in instructional development and evaluation are discussed including: a comprehensive system of instructional evaluation needs to be established with various components differentially weighted at the departmental level; student ratings should be only one of the components; instructional development consultants should provide…

Few research studies have examined the use of student ratings of instructors from the standpoint of their ability to be interpreted and their subsequent usefulness. This study examined the effects of a training session conducted by experts in the field of student ratings of instruction. The first question was to determine the knowledge, skills,…

If one assumes that the purpose of education is to change student behavior as a result of some definite course of instruction, then an objective of educational research should be to determine what procedures or techniques best produce the desired behavioral changes. If a course has been effective, then there could be a large number of components…

The Arizona Course Instructor Evaluation Questionnaire (CIEQ) was designed to assist individual instructors in improving teaching methods and courses. Secondary uses include faculty evaluation, research, and course and instructor selection by students. Successive refinements of the original pool of 1,000 items by factor analysis and subjective…