How Do Faculty Make Formative Use of Student Evaluation Feedback?: A Multiple Case Study

Abstract

This multiple case study explored faculty formative use of student evaluation feedback. Results were based on interviews of ten education faculty members at a midwestern research university and reviews of relevant documents. It was found that end of semester student evaluation, originally used for summative evaluation, was also used by faculty for teaching improvement purposes. Faculty cared for student evaluation feedback and used discretion in using the feedback to improve their teaching. Faculty also experienced anxiety and tensions in the context of a mandated summative evaluation. Variations were found in faculty use of evaluation feedback, as a result of difference in background and experience.

Exploring the impact of faculty reflection on weekly student evaluations of teaching

“…Summative SETs are the most common way universities evaluate the quality of their faculty and have been around for many years in universities worldwide (Becker & Watts, 1999;Davis, 2009;Lill, 1979;Onwuegbuzie, Witcher, Collins, & Filler, 2007;Parayitam, Desai, & Phelps, 2007;Read, Rama, & Raghunandan, 2001;Yao & Grady, 2005). They have become compulsory in Japan (Burden, 2008) and in most universities in North America (Chen & Hoshower, 1998).…”

Taking the grading leniency story to the edge. The influence of student, teacher, and course characteristics on student evaluations of teaching in higher education

“…Students can provide teachers with valuable feedback about their teaching practices. Second, SET is used for summative decisions, and the results of the evaluations are subsequently used in personnel and tenure decisions (Yao and Grady 2005).…”

How Faculty Recognized for Teaching Excellence Interpret and Respond to Student Ratings of Teaching

“…This approach of using student ratings to improve their teaching concurs with advice from other teaching literature regarding best uses of evaluations by students. 31,32 Respondents also commonly stated that they valued the input garnered from student ratings. Almost every study participant reported that when reviewing evaluations, they tend to focus on themes and trends that emerge from qualitative data.…”