Student Feedback/Assessment/Evaluation

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Obtaining and Using Student Feedback on Teaching


  • Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco, CA: Jossey-Bass. Ubc-elink.png
  • Davis, B. G. (1993). Tools for teaching. San Francisco: Jossey-Bass. Ubc-elink.png
  • Davis, B. G. (2009). Tools for teaching. San Francisco, CA: Jossey-Bass. Ubc-elink.png

Resources by other universities

Critical Analysis of Student Evaluation of Teaching - Annotated Bibliography

Link to Complete Bibliography
For a complete bibliography, please visit the CTLT's shared folder on Refworks.

Having problems? Visit the RefWorks information guide.

  • Buck, D. (1998). Student evaluations of teaching measure the intervention, not the effect. AMERICAN PSYCHOLOGIST, 53(11),[PsycARTICLES]&

Buck discusses articles by various authors on student evaluations of teaching. He believes that the continued focus on students' evaluations being synonymous with teaching effectiveness has diverted academia from its overall academic goal.

  • Charles R. Emery, Tracy R. Kramer, & Robert G. Tian. (2003). Return to academic standards: A critique of student evaluations of teaching effectiveness. Quality Assurance in Education, 11(1), 37-46.Permalink.svg Permalink

This paper performs a qualitative (e.g. case studies) and quantitative (e.g. empirical research) literature review of student evaluations as a measure of teaching effectiveness. Problems are highlighted and suggestions offered to improve SETEs and to refocus teaching effectiveness on outcome-based academic standards.

  • Clayson, D. E. (2009). Student evaluations of teaching: Are they related to what students learn?: A meta-analysis and review of the literature. Journal of Marketing Education, 31(1), 16-30. Ubc-elink.png

A meta-analysis of the literature shows that a small average relationship exists between learning and the evaluations but that the association is situational and not applicable to all teachers, academic disciplines, or levels of instruction. It is concluded that the more objectively learning is measured, the less likely it is to be related to the evaluations.

  • Gursoy, D., & Umbreit, W. T. (2005). Exploring students' evaluations of teaching effectiveness: What factors are important? Journal of Hospitality & Tourism Research, 29(1), 91-109.Ubc-elink.png

A rigorous process of statistical testing utilizing exploratory and confirmatory factor analysis in this study resulted in the identification of four dimensions: organization, workload, instruction, and learning. Afterward, a structural model was proposed to examine the relationships among the four factors. The model proposed that students' perceptions of the teacher's organization, workload, and instructional abilities influence their perception of learning.

  • Kember, D., Leung, D. Y. P., & Kwan, K. P. (2002). Does the use of student feedback questionnaires improve the overall quality of teaching? Assessment & Evaluation in Higher Education, 27(5), 411-425.Permalink.svg Permalink

The study questions whether student feedback questionnaires are utilizing resources effectively if they are administered in an environment similar to the university in question, which appears reasonably typical.

  • Martinson, D. L. (2000). Student evaluations of teaching and their short term validity. Journalism and Mass Communication Educator, 54(4), 77-82.Ubc-elink.png

Discusses the potentially dysfunctional impact that has resulted from an over-reliance on student evaluations as a measure of good teaching. Argues that the long-term impact of the whole student evaluation process (and the student mentality of entitlement that supports it) should be examined.

  • McCullough, B. D., & Radson, D. (2011). Analysing student evaluations of teaching: Comparing means and proportions. Evaluation & Research in Education, 24(3), 183-202.Ubc-elink.png

The authors propose a correct method for analyzing SET data. They show that the traditional method can misrepresent a teacher's performance, and that the traditional method can be extremely sensitive to outliers; neither of these characteristics is desirable. In contrast, the proposed method appears to suffer from neither of these defects. (Contains 3 notes, 3 tables and 9 figures.)

  • Williams, J., & Kane, D. (2009). Assessment and feedback: Institutional experiences of student feedback, 1996 to 2007. Higher Education Quarterly, 63(3), 264-286.Ubc-elink.png

This paper explores the existing student feedback data in order to identify not only how students' perceptions of assessment and feedback have changed over time but also the main concerns of students and institutions and what action has been taken by institutions to increase satisfaction.

See Also

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