Discusses student evaluations of teacher performance in college level courses. Major problems with student evaluations are that they stress personality and speaking characteristics of the teacher, can be influenced by past negative teacher ratings, and lack relationship to content coverage and test performance. (Author/DB)

This research study provides data on both the reliability of evaluation instruments and the relationship between student course evaluations and achievement in an introductory college psychology course. (Author/JR)

British psychologists, who have taught in both the United States and Great Britain, compare the teaching of psychology in British and U.S. universities. Discussing similarities and differences in course structure, curriculum, teaching methods, and evaluation procedures, they suggest ways in which each system could benefit from some of the other's…

Reports the results of daily student ratings and instructor self-evaluations in undergraduate courses. Results showed a significant amount of agreement on ratings of material covered, instructor performance, and success of the class. These results are consistent with other studies which have argued that students provide valid course evaluations.…

Questions whether a single course evaluation instrument should be used to evaluate all courses. Studies the effects of item relevance and the instructions to students to pay attention to item relevance when evaluating the course. Finds that ratings of instruction were a function of item relevance only when students were instructed to pay attention…

Thirty-four undergraduates used Web-based self- and peer-assessment procedures for evaluating proposals in experimental psychology courses. Students presented their proposals and commented on the proposals of others on the Web. Results indicated that proposal observation and peer interaction enhanced the quality of students' proposals. These…

The teaching of psychological science occurs face-to-face in classrooms and also through writing via op-ed essays, magazine articles, trade books, Web sites, and textbooks. I discuss the teaching of psychological science through such outlets, offer some practical suggestions for writing, and reflect on what I have found motivating, helpful, and…

This article illustrates the application of the Echo approach, originally designed to identify values of different cultures and subcultures, to the generation of questionnaire items for students to evaluate faculty teaching performance. Students preferred items generated using the Echo method over faculty-designed items and items developed by…

A study tested the predictive validity of student ratings of college teachers in an introductory psychology course. Repeated over several years, the assessment employed a rating instrument developed by someone other than the course instructor. Moderate and consistent positive correlations were obtained between ratings of teacher skill and…

This article presents an annotated bibliography of books, articles and other documents published in 2006, which is a continuation of those published in "Teaching of Psychology" (e.g., Berry & Daniel, 1984; Fulkerson & Wise, 1987; Johnson & Schroder, 1997; Wise & Fulkerson, 1996). It maintains similar search methods and criteria for inclusion that…

Discusses the use of holistic scoring in the introductory college psychology course. Presents data showing the reliability, validity, and efficiency of the holistic scoring of students' written work by teaching assistants. Argues that holistic scoring is a high quality, low cost approach to scoring written work in large classes. (SG)

When evaluating faculty members, colleagues differ widely in standards of grading. Individual differences in the use of rating scales must lead educators to question the validity of colleague observations. Peer evaluation should be used only if the integrity of the process can be maintained. (RM)

Measuring the amount learned that is, the gain students make between pretests and posttests, is described as an aspect of a study to determine effective evaluation in higher education and is considered with respect to determination of course grades and educational standards. (JH)

A method for evaluating undergraduate field experiences in psychology that takes into account attainment of individual goals and quality of supervision is evaluated. Results showed that the most satisfactory field placements are those in which there is a well-organized, explicitly structured training program. (RM)

Reports on a classroom project in which college-level psychology students developed a institutionwide course ratings questionnaire. Describes the data gathering, item development, and pilot testing phases of the project. Concludes that the students learned about tests and measurements by doing the project and that the institution benefited from…