The Student Perspective on Evaluating Teaching Effectiveness

Authors

• Donald H. Wulff, University of Washington
• Ann Q. Staton-Spicer, University of Washington
• Carla W. Hess, University of North Dakota
• Jody D. Nyquist, University of Washington

Abstract

This article examines student perceptions of teaching evaluation methods by comparing end of course student ratings with the Small Group Instructional Diagnosis procedure. Using data from 140 undergraduates in communication courses, the study analyzes Likert scale responses and open ended comments to assess the perceived importance, uses, and preferred formats of evaluation. Factor analysis indicates that students view teaching evaluation as important but express uncertainty about how results are used and whether instructors act on feedback. Students favored methods that allow written comments, provide opportunities to offer constructive suggestions, and ensure anonymity. They identified weaknesses in end of course ratings, including impersonal forms, limited opportunity for explanation, and timing that precludes instructional improvement. In contrast, students who experienced the Small Group Instructional Diagnosis valued its midterm timing, collaborative discussion, oral feedback, and visible instructor responsiveness. Most students preferred either the Small Group Instructional Diagnosis alone or a combination of both procedures. The authors conclude that students support evaluation practices that are formative, interactive, and capable of influencing the current course experience and recommend further research on how evaluation methods shape student and instructor perceptions of teaching effectiveness.

Recommended Citation

Wulff, Donald H.; Staton-Spicer, Ann Q.; Hess, Carla W.; and Nyquist, Jody D. (1985) "The Student Perspective on Evaluating Teaching Effectiveness," Association for Communication Administration Bulletin: Vol. 53, Article 13.
Available at: https://stars.library.ucf.edu/aca/vol53/iss1/13