A study at the University of Queensland found that faculty who had been evaluated more than once generally had a higher rating on the second evaluation, with no clear relationship to the length of time between evaluations. (MSE)

A sample of 202 students filling in a student evaluation of teaching (SET) questionnaire were asked to complete another questionnaire asking about the specific reasons for awarding a score to the specific SET questionnaire items. The aim was to find out what influenced students' judgements on those items. It was found that students' interpretation…

The development of nine student-constructed lecture feedback questionnaires, whose objective is to help teachers identify general weaknesses and strengths and then further analyze them by breaking down these characteristics into specific associated behaviors is described. Teacher reaction to their use is discussed. (MSE)

A study of faculty attitudes toward and use of the results of student evaluations of teaching found that faculty felt more positively about student evaluations than they perceived their departments and administration to feel and acted on the feedback by changing course organization and content, classroom teaching, or attitude. (MSE)

Literature and opinions on student evaluation of college instruction are reviewed, a number of variables influencing students' evaluations are identified, and conclusions and recommendations for optimizing the value of student evaluations are made. (MSE)

Fictitious student evaluations of a faculty member's teaching performance are presented to the reader in an exercise in interpreting such information. Evaluator comments reveal a widespread divergence of views. (MSE)

This paper reviews the research evidence concerning the use of formal instruments to measure students' evaluations of their teachers, students' satisfaction with their programmes and students' perceptions of the quality of their programmes. These questionnaires can provide important evidence for assessing the quality of teaching, for supporting…

It is suggested that because of the bias of teacher evaluation instruments in favor of certain concepts of excellence, an evaluation technique in which students report whether or not teachers act responsibly rather than excellently, providing information for both administration and faculty, would be preferable. A sample instrument is proposed.…

Assessment for Instructional Development (AID), a behaviorally referenced class questionnaire, is described. The characteristics and capabilities of the system are outlined. Three typical uses of the system are illustrated, and the questionnaires are appended. (Author/MLW)

A survey of faculty reactions to being videorecorded while lecturing is discussed. Material is included on teachers' anticipations prior to the taping, their reactions after the session, including comments on personal presentation, on the anxiety of the experience, and on their teaching. (Author/MLW)

Using an experimental mixed design, this study compared the traditional paper-and-pencil method for evaluating teaching with the online method. Replicating previous findings, the comparison revealed similar evaluation means of the two methods. However, the stability of teaching evaluations using paper-and-pencil twice was substantially higher than…

After 98 lecture and 43 course evaluations, rating scales used by students to evaluate faculty at Victoria University of Wellington (New Zealand) were subjected to factor analysis. It was found that pooling ratings from different teaching situations made possible preparation of a teaching performance profile improving the information's reliability…

Data from 20,000 student ratings of 224 undergraduate courses at the University of Canterbury (England) were analyzed to explore the relationship between the ratings and course characteristics. The ratings were found to be stable and significantly related to academic field, class size, percentage of full-time students, academic year of the course,…

Discussion of student evaluation of college teaching in four European countries (United Kingdom, Netherlands, France, Germany) focuses on concerns about test bias. Factors specific to the higher education systems in those countries that could affect student evaluation and other related issues are examined. (Author/MSE)

Several student and course characteristics were examined in relation to student ratings of instruction. Students at a major Canadian university completed the Universal Student Ratings of Instruction instrument at the end of every course over a three-year period, providing 371,131 student ratings. Analyses of between-group differences indicate that…