Abstract
Student ratings remain the most common yet least trusted feedback source for college teaching improvement and personnel decisions. This article reviews misconceptions about their reliability, validity, and relationship to factors such as course level, elective status, and grading patterns, drawing on decades of research to show that well designed instruments can yield consistent and informative results. It argues that ratings should function as one element within a broader instructional development model that also incorporates self reflection, peer review, and administrative data. Guidelines are offered for selecting appropriate forms, standardizing administration procedures, and summarizing data to support both diagnostic feedback and evaluation. Additional classroom techniques, including small group instructional diagnosis, illustrate ways to complement numerical summaries with qualitative insights. When embedded in a clearly stated program of teaching development, student feedback can motivate faculty growth, enhance instructional quality, and foster a stronger sense of ownership among learners in the educational process.
Recommended Citation
Backlund, Phil
(1992)
"Using Student Ratings of Faculty in the Instructional Development Process,"
Association for Communication Administration Bulletin: Vol. 81, Article 2.
Available at:
https://stars.library.ucf.edu/aca/vol81/iss1/2
