Research in Higher Education

, Volume 13, Issue 4, pp 321–341 | Cite as

Effectiveness of student-rating feedback for improving college instruction: A meta-analysis of findings

  • Peter A. Cohen


This article applied meta-analytic methodology to integrate findings from 22 comparisons of the effectiveness of student-rating feedback at the college level. On the average, feedback had a modest but significant effect on improving instruction. Instructors receiving mid-semester feedback averaged. 16 of a rating point higher on end-of-semester overall ratings than did instructors receiving no mid-semester feedback. This corresponded to a gain of over one-third of a standard-deviation unit, or a percentile gain of 15 points. The effects of student-rating feedback were accentuated when augmentation or consultation accompanied the ratings. Other study features, such as the length of time available to implement changes and the use of normative data, did not produce different effect sizes.


Normative Data College Instruction Education Research Rating Point Study Feature 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Agathon Press, Inc. 1980

Authors and Affiliations

  • Peter A. Cohen
    • 1
  1. 1.Office of Instructional Services and Educational ResearchDartmouth CollegeUSA

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