Student Rating of Instruction

Abstract

The problem. In 1987, Central High School, located in a large midwestern city, instituted a system allowing student input to be a part of the teacher evaluation process. After five years of data collection, it was decided there would be value in studying the results of the ratings in relation to specific components of effective instruction. Procedures. Student ratings of teachers from 1990-1992 were used for the study. From the instrument, 10 items were selected that were directly related to five elements of effective instruction. The five teachers whose results showed the greatest increases were chosen for interviews. Findings. Common themes were found among the teachers' perceptions of the practice and results of student ratings. Teachers valued the student input and shared ideas as to how the improve the process. Conclusions. Student ratings are a valuable part of the teacher evaluation process. Teachers generally welcome the feedback and value what students have to say. Teachers want to have input into the process and creation of the instrument. Recommendations. Student rating of teachers should be included in the teacher evaluation process. Students should be asked to do ratings for all classes. Teachers should be given opportunities for input in the creation of the instrument and the time of administration. The instrument should include items rating effective components of instruction and course content. Students should be informed and included in the process. The data gathered should be available to teachers in a timely fashion and tracked over time.