The Influence of Student Evaluative Feedback On the Improvement of Clinical Teaching

Tiberius, Richard G.; Sackin, H. David; Slingerland, Joyce M.; Jubas, Kaela; Bell, Mary; Matlow, Ann

doi:10.2307/1981947

Cited by 22 publications

(9 citation statements)

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“…, 2002; Mervis, 2013). Researchers have documented that pairing student evaluations with qualitative student interviews or peer consultations are much more effective at influencing faculty behavior (Cohen, 1980; Wilson, 1986; Tiberius, 1989; Seldin, 1993). However, these practices are not currently implemented at most universities and are difficult to implement at the scale required by many institutions.…”

Section: The Need For Feedback About Teachingmentioning

confidence: 99%

Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change

Gormally

Evans

Brickman

2014

LSE

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Section: The Need For Feedback About Teachingmentioning

confidence: 99%

Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change

Gormally

Evans

Brickman

2014

LSE

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“…Commenting on the evidence that had accumulated, Marsh and Roche (1993) wrote, "The most robust finding from the SET [students' evaluation of teaching] feedback research is that consultation augments the effects of written summaries of SETs" (p. 223). Other forms of augmentation, including workshops and seminars (Rader, 1995), use of self-help materials (Cohen & Herr, 1982), and student focus groups (Tiberius et al, 1989) have not provided comparable levels of improvement in teaching.…”

Section: Evidence On the Usefulness Of Student Ratings Feedbackmentioning

confidence: 99%

Effectiveness of Consultation on Student Ratings Feedback: A Meta-Analysis

Penny

Coe

2004

Review of Educational Research

123

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Consultation on student ratings is recognized as an important strategy to support university teachers in learning from student ratings feedback. However, there is little evidence to suggest which practices and strategies are most important for successful consultation. As the use of student ratings increases, such evidence becomes increasingly important. The authors of this article performed an exploratory meta-analysis to determine the effects of various consultation strategies and to identify the conditions under which consultative feedback is most effective in improving teaching effectiveness. The results indicated that the various approaches to consultation are not equally effective. The authors suggest that only with use of certain consultation strategies might the benefits of support with student ratings feedback be maximized.

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“…Over the past 20 years, in colleges and universities, student ratings of instructor effectiveness have become widely researched (Aubrecht, 1979;Braunstein et al, 1973;Distler, 1989;Drews, Burroughs, and Nokovich, 1987;Marsh, 1987aMarsh, , 1987bMenges, 1988;Murray, Newby, Bowden, Crealock, Gaily, Oswin, and Smith, 1982;Murray, 1987;Shepherd, 1989;Stevens and Alearaoni, 1985;Tiberius, Sakin, Slingerland, Jubas, Bell, and Matlow, 1989;Tiberius, Sakin, and Cappe, 1987;Tollefson, Chen, and Kleinsasser, 1989;Tracey, 1985;Wulff, 1985). According to Murray (1987), nearly all post-secondary institutions now have some sort of plan for student evaluation of teaching, with the results of evaluation used as diagnostic feedback to instructors and/or as evidence in decisions on faculty retention, tenure, and promotion.…”

Section: Student Feedback At the University Levelmentioning

confidence: 99%

Reliability and discrimination power of performance criteria for students' ratings of teachers: a comparison of K-5 and 6-12

Weber

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Instrument item classification 39 Standards for data collection and administration of questionnaires 41 Statistical Procedures 42 Menne and Tolsma statistical program for item discrimination 42 Analysis of variance-A comparison of total mean scores 44 Analysis of variance-A comparison of mean scores from questions common across grade levels 45 Factor analysis 50 CHAPTER IV. FINDINGS 52 Student Questionnaire: Item Discrimination 54 1990 K-2 regular-class items 55 1990 3-5 regular-class items 55 1990 K-2 special-class items 57 1990 3-5 special-class items 59 Recommendation to eliminate special-area questionnaires 61 1991 K-2 regular-class items 61 1991 3-5 regular-class items 63 Results of 1990 and 1991 item analysis ; 65 Leniency/Severity Bias 75

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The Influence of Student Evaluative Feedback On the Improvement of Clinical Teaching

Cited by 22 publications

References 0 publications

Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change

Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change

Effectiveness of Consultation on Student Ratings Feedback: A Meta-Analysis

Reliability and discrimination power of performance criteria for students' ratings of teachers: a comparison of K-5 and 6-12

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