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Faculty Perspectives on Course and Teacher Evaluations

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Abstract

Student ratings of instruction have been the subject of numerous studies with much of the research focusing on the validity and reliability of the ratings themselves. Comparatively little empirical investigation has been devoted to the perceptions of the individuals who are the subjects of the ratings, that is, the faculty. The current study explored faculty perspectives on the usefulness of student ratings for formative and summative purposes, and the actual use of student ratings for summative purposes. Contrary to what might have been deduced from the anecdotal literature, the results of this study do not portray a great deal of resistance to student ratings in general or to their use for formative and summative evaluation. It was also found that student ratings are actually being used for the latter purpose. The usefulness of the student feedback was viewed differentially by the faculty, with feedback on their interaction with students seen as most useful, followed by feedback on their grading practices, global ratings of instructor and course, and finally structural issues of the course.

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Authors and Affiliations

  1. CRSR Department, Hofstra University, Mason 212, 124, Hempstead, NY, 11550

    Liora Pedhazur Schmelkin

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  1. Liora Pedhazur Schmelkin
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  2. Karin J. Spencer
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  3. Estelle S. Gellman
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Schmelkin, L.P., Spencer, K.J. & Gellman, E.S. Faculty Perspectives on Course and Teacher Evaluations. Research in Higher Education 38, 575–592 (1997). https://doi.org/10.1023/A:1024996413417

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