Course and Instructor Evaluation Based on Student Learning

Research has shown that the follow six factors are commonly found in student course and instructor rating forms (Centra, 1993, and Braskamp and Ory, 1994):

1. Course organization and planning

2. Clarity, communication skills

3. Teacher student interaction, rapport

4. Course difficulty, workload

5. Grading and examinations

6. Student self-rate learning

In addition, Feldman (1988 and 1989, cited in Idea Paper, no. 32, Center for Faculty Evaluation and Development, Kansas State University, Sept. 1995) summarized thirty-one studies in which studnets, faculty members, and administrators were asked to identify qualities of effective teaching (that produces beneficial and purposeful student learning), including:

• Good organization of subject matter and the course as a whole
• Effective communication
• Knowledge of and enthusiasm for the subject matter and teaching
• Positive attitudes toward students
• Fairness in examinations and grading
• Flexibility in approaches to teaching

By organizing course and instructor evaluation forms around these qualities and focusing items on the extent to which beneficial and purposeful student learning is fostered by each quality as manifested in a given course, a sense of the current effectiveness of a course and instructor can be ascertained and information may be provided that can guide the continuous improvement of teaching and learning.

To see items that could be used to elicit student ratings of the impact of instruction on learning, click here.

To see items that could be used to elicit student motivation and effort, click here.