Describes a study which synthesized findings from 16 research reports on the relationship of student course ratings to student achievement. Analysis of the findings supports the validity of student ratings as a measure of teaching effectiveness in psychology courses. (AM)

The hypothesis of this study was that college instructors who were given a programed feedback booklet designed to help them review, interpret, and use mid-term student-rating data would show greater teaching improvement than would instructors who received descriptive rating feedback alone or no feedback at all. Results provide partial support for…

Meta-analytic methods were used to synthesize research on the relationship between student ratings of instruction and student achievement. Results provide strong support for the validity of student ratings as measures of teaching effectiveness. (Author/GK)

Meta-analytic methodology was applied to integrate findings from 24 comparisons on the effectiveness of student-rating feedback at the college level. On the average, feedback had a modest but significant effect on improving instruction. Instructors receiving mid-semester feedback averaged .14 of a rating point higher on end-of-semester overall…

A study found that in dental schools, a heavier student workload is associated with higher student ratings of dental courses, suggesting that workload may bias student perceptions. (MSE)

It is evident that there is an existing need for a process-oriented assessment instrument which can be used to provide instructors with specific diagnostic feedback that can be utilized in the college classroom. The goal of the present study was to develop and validate a multidimensional student rating instrument which would provide such…

Of 40 course directors leading the same dental school course for 4 years, 9 sought professional development assistance after receiving student course evaluations. When compared with a matched group of faculty not seeking consultation, this group received significantly higher student ratings in the next three years. (MSE)

Two ways to approach college teaching improvement are: (1) instructor development, which involves the improvement of teaching abilities over time; and (2) in-class improvement of instructional effectiveness within a particular course during the academic term. Recommendations are given for a student-rating feedback system, and a course evaluation…

A study examined the extent to which expected grades, actual grades, and self-assessment of learning affected dental students' ratings of clinical courses. Expected and actual grades correlated slightly with course rating. Students' assessments of their learning correlated strongly with both overall course rating and ratings of specific teaching…

A meta-analytic methodology is applied to integrate findings from 22 comparisons of the effectiveness of student- rating feedback at the college level. Feedback had a modest but significant effect on improving instruction. The effects of student-rating feedback were accentuated when augmentation or consultation accompanied the ratings. (Author/MLW)

This paper focuses on a critical analysis and reanalysis of two earlier multisection validity meta-analyses of student ratings of instruction. The reanalysis is based on a sharpening of criteria for: (1) including studies in the meta-analysis; (2) defining key study characteristics that influence results; and (3) calculating the correlational…

A meta-analysis of the literature findings on student evaluations of teaching are described. This research supports the validity of student ratings as measures of teaching effectiveness. Teachers whose students do well on achievement measures tend to receive higher instructional ratings than teachers whose students do poorly. Correlational effect…

Evaluation research has established that college student ratings of faculty are reliable, valid, and widely used. However, resistance continues. Minimizing this resistance is crucial, and designating an influential change advocate within the institution can influence acceptance of a new system. Research on institutional contexts for evaluation…

A meta analysis was conducted of studies of college students' evaluations of their teachers. Forty-seven studies were included, representing 74 multisection courses, in which four selection criteria were met. An actual, rather than an experimental class was used; the unit of analysis was the class rather than the individual student; a common…