Trained observers assessed the frequency of 95 classroom teaching behaviors shown by 124 teachers in arts and humanities, the social science, and the natural science faculties. Teaching effectiveness was measured by formal end-of-term student ratings averaged over a three-year period. (Author/MLW)

Observation of 401 college teachers indicates that teachers of different academic disciplines (arts/humanities, social sciences, natural sciences/mathematics) differ in the frequency of specific classroom teaching behaviors, but that what makes an effective teacher, in the perception of students, is consistent regardless of discipline.…

This study tested the Systematic Distortion Hypothesis by examining the factorial validity of student ratings of university teaching. Factorial validity is defined as the degree to which covariance among judged traits resembles the actual or true covariation of observable behaviors underlying these traits. Although many studies have examined the…

The view that student ratings have contributed to improvement of postsecondary teaching is assessed, based on logical argument and personal observation and research evidence from faculty surveys, field experiments, and longitudinal comparisons. Surveys of faculty attitudes indicate generally positive views on the impact of student ratings on…

A study of the validity of student ratings of college faculty focused on the relationship of student outcomes to faculty ratings. Subjects were students of 36 full-time instructors; outcome measures included subject matter knowledge, student self-ratings, and measures of short- and long-term motivation (interest in the subject matter). Results…

A study investigated the extent to which personality traits associated with teaching effectiveness changed with aging, mediating the relationship between age and teaching. Peer ratings of 29 personality traits and student evaluations of teaching for 33 full-time psychology faculty, ages 33-64, were examined. Teaching effectiveness was found to be…

Recent research on formative and summative evaluation concluded that: (1) student ratings are most common and increasing in popularity; (2) student ratings are reliable; (3) evaluations influence salary, tenure, and promotion; (4) evaluations improve teaching effectiveness; (5) faculty satisfaction varies with institutional context; and (6)…

Trained observers visited classrooms taught by university lecturers receiving either low, medium, or high student ratings. The observers estimated the frequency of occurrence of 60 specific, low-inference teaching behaviors. Significant differences were found for 26 individual behaviors. Three factors (clarity, enthusiasm, and rapport) differed…

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…

College teaching effectiveness, as perceived by students, can be predicted from specific, observable classroom behaviors of the instructor and can be improved through feedback and training procedures designed to modify these behaviors. (Author/MSE)

A survey of faculty attitudes shows that, although the existing evaluation system--including peer, graduate student, and undergraduate student assessments--is perceived as narrow in focus, ineffective in improving teaching, and inflexible, faculty are optimistic that a satisfactory system is possible. (Author/MSE)

Formative evaluation of teaching is discussed, and ways of obtaining diagnostic feedback that will lead to improved teaching in large lecture classes are examined. A Teacher Behaviors Inventory is included. (MLW)

Relationships between colleague ratings of 29 personality traits and student ratings of teacher effectiveness were studied for 46 faculty members in 6 types of courses ranging from freshman lectures to graduate seminars in a Canadian university's psychology department. Teachers are differentially suited to different course levels because of…

The effect of student evaluations of teaching on administrative personnel decisions at the Department of Psychology, University of Western Ontario, was investigated. In addition, the apparent impact of summative student evaluation of teaching upon faculty attitudes and faculty teaching performance was assessed. In the Department of Psychology,…

The percentage of universities using student ratings to evaluate teacher performance is steadily increasing, but this method can be abused if it is the sole criterion of evaluation. Recent surveys of faculty attitudes towards teaching evaluation indicate that most faculty members are in favor of systematic evaluation, prefer student ratings to…