Provides a point-by-point response to the questions raised in Pasnak's review (S0 515 248). Attention is called to design and measurement issues for future research. (Author/JDH)

The purpose of this study was to determine how changes in students' grade expectations affect their evaluations of instructors and courses. Changes in student interest and expected grade in the course emerged as the most important determinants in changing the students' evaluations of the instructors and the courses. (Author)

The consistency of ratings between different sections of a course taught in a given semester by the same instructor is examined, and the performance of global and attribute-type instructor rating items are compared. Five samples of physics instructors were rated by their students. (Author/MLW)

Good programs for recognizing exemplary college teaching are consistent with institutional mission and values, are grounded in research-based competencies and practices, recognize all significant facets of instruction, reward both collaborative and individual achievements, neither preclude nor replace the institutional reward system, call on those…

This chapter examines, within the higher education context, the difficulties which instructional developers often encounter in gaining cooperation to achieve their goals. It is argued that instructional development in the university involves a paradox in that a great deal of money is provided for the improvement of instruction, but an environment…

Student forms for evaluating instruction are examined from three perspectives: as forms themselves, through their relationship with their authors, and through the milieu in which they exist. Results suggest that the forms objectify students, reify knowledge, place themselves beyond criticism, and reinforce "banking" education and closed learning…

Examines the differences in summative and formative evaluation of college teaching, and suggests a new model for peer review of teaching that uses colleagues from other campuses (external review) for summative evaluation. Argues that traditional student evaluation and on-campus peer evaluation (internal review) discourage innovations in teaching…

At some colleges and universities, faculty and administrators look at faculty teaching portfolios documenting classroom performance as an alternative to traditional evaluation methods. The approach underscores teaching as an institutional priority alongside research. Although those who have experienced it applaud the concept, they predict mixed…

To be approached realistically, improvement of college teaching must be viewed from a faculty perspective. The real world of college teaching offers little information about objectives and outcomes. The situation can be changed most effectively by increasing available information and stimulating communication among faculty about instruction. (MSE)

Assessment of college teaching is viewed broadly as the gathering of information for understanding and improving teaching as well as judging its quality. It is seen to play a crucial support role at each stage of instructional development: problem clarification, instructional design/redesign, and field testing and implementation. (MSE)

For student rating data to be useful in improving college teaching, consultants and faculty need to know how different evaluative purposes effect evaluation results, and they must be able to interpret and use the data at hand. A series of steps should be followed to help ensure valid data interpretation. (MSE)

Little agreement as to criteria for evaluating college teaching was found in a literature review. A list of 10 activities and faculty behaviors that can be more reliably and validly evaluated by fellow colleagues than by students or administrators is presented. Recommendations for upgrading colleague evaluation of teaching are made. (JT)

This study represents an attempt to examine ways in which anxiety, achievement and affiliation motivation and dogmatism influence the academic performance of undergraduates under structured instructional conditions. Provides evidence for the notion that Ss' personality patterns do influence academic achievement under the conditions described in…

Evaluations by students for their university courses were compared to rankings made by department chairmen of their faculty. Data show only a moderate agreement between departmental chairmen and students when they are specifically evaluating teaching. (Author/KM)

Designed to assess the effects of college student evaluation on faculty performance, this study indicated that instructors who received midterm feedback showed greater gains in student ratings than those who did not. (Author/KM)