This quantitative research study explored college students' perceptions and evaluations of the website, RateMyProfessors.com, and its impact on their course selection process. Whereas most universities do not publish course evaluations, Rate My Professors (RMP) provides a virtual space for students to read and offer each other insight on professor…

This paper examines an alternate approach to the "flipped" classroom paradigm for an upper level history class using a blended on-line and in-class format. The concept of the flipped classroom has received increasing emphasis based on its potential to create a student-centered learning environment that incorporates practical instruction…

Although interactive television (ITV) allows colleges and universities to reach a wider audience, little research has been conducted exploring the effectiveness of the courses as perceived by students. This study compared student ratings of teacher effectiveness between 331 traditional courses and 125 ITV courses. The data included 456 graduate…

This study reports the results of a validation study of student assessment of types of learning (ToL) scale, a measure of teaching effectiveness based on student summative judgments. The study investigated the factor structure of ToL and how consistent the factor structure held across multiple groups. This study used measures developed by Ellett,…

In order to enhance the quality of teaching in higher education establishments, as "stakeholders" of the institution, the opinions of students related to the teaching they receive are given precedence. This is achieved by using mandatory SET questionnaires on a routine basis in colleges and universities throughout the world. This study…

This review presents an overview of selected articles on the leniency hypothesis: the idea that students give higher evaluations to instructors who grade more leniently. Such articles comprise a small subset of the voluminous research on student evaluations of teaching (SETs). In this diverse literature, research methods and aims have frequently…

Undergraduate experimental subjects were told that they would receive a series of unscheduled assessments over a five-week period and their grades would comprise 20 percent of their semester average. Subjects were significantly more test anxious than the control group, but achievement was not significantly different. (Author/LMO)

An analysis of 300 undergraduate psychology student ratings of teachers was undertaken to assess the magnitude of halo error and a variety of rater, ratee, and course characteristics. The raters' halo errors were significantly related to student effort in the course, previous experience with the instructor, and class level. (TJH)

Student ratings of teacher rapport were correlated with observer categorizations of teacher acts as warmth or agreement. Few acts were placed in the warmth category; but across 20 teachers, the correlation between student ratings and the percent of acts categorized as agreement was .50. (Author/GDC)

Graduate students received course grades before filling out the end of course form, or filled out the evaluation form first and later received course grades. Results suggested that knowledge of final grade had no effect on evaluations of course and instructor. (Author/GDC)

Student ratings of the overall effectiveness of their instructor were recorded from 75 sections of college algebra freshman classes at California State University, Long Beach. These ratings were appraised in relation to seven independent variables, including number of students per class, number of rows per class, mean student grade, instructor,…

Responses of approximately 250 Israeli students who evaluated college instruction were analyzed with respect to lower-level (LLC) and higher-level cognitive processes (HLC). LLC and HLC were found to be complementary, rather than competitive; and both contributed to students' ratings of teaching and of course interest. (Author/GDC)

A study involving 240 undergraduate business students in four different types of class situations (non-major required, non-major elective, major required, and major elective) was undertaken to determine dimensions that students use to evaluate teachers. Findings indicate that the relative importance of various dimensions is associated with type of…

The widespread use of student evaluations to rate faculty has raised the question of whether high student evaluations can be gained simply through the process of faculty giving higher grades to students, or whether learning of students is a critical factor in such evaluations. Four different models were tested which represented different…

Differences between signed and anonymous student evaluations of high school student teachers were investigated. Signed evaluations produced higher ratings. (JKS)