How Do Faculty Make Formative Use of Student Evaluation Feedback?: A Multiple Case Study

Article

DOI: 10.1007/s11092-006-9000-9

Cite this article as:
Yao, Y. & Grady, M.L. J Pers Eval Educ (2005) 18: 107. doi:10.1007/s11092-006-9000-9

Abstract

This multiple case study explored faculty formative use of student evaluation feedback. Results were based on interviews of ten education faculty members at a midwestern research university and reviews of relevant documents. It was found that end of semester student evaluation, originally used for summative evaluation, was also used by faculty for teaching improvement purposes. Faculty cared for student evaluation feedback and used discretion in using the feedback to improve their teaching. Faculty also experienced anxiety and tensions in the context of a mandated summative evaluation. Variations were found in faculty use of evaluation feedback, as a result of difference in background and experience.

Keywords

Student evaluation of teaching Formative use of evaluation feedback Summative evaluation 

Copyright information

© Springer Science + Business Media, LLC 2006

Authors and Affiliations

  1. 1.3300 LovingerCentral Missouri State UniversityWarrensburgUSA
  2. 2.128 Teachers College HallUniversity of Nebraska-LincolnLincolnUSA

Personalised recommendations