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Instructors' perspectives on the utility of student ratings of instruction

Tanya N. Beran and Jennifer L. Rokosh
Instructional Science
Vol. 37, No. 2 (MARCH 2009), pp. 171-184
Published by: Springer
Stable URL: http://www.jstor.org/stable/23372787
Page Count: 14
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Instructors' perspectives on the utility of student ratings of instruction
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Abstract

This study investigates instructors' attitudes about student ratings of instruction. The sample consisted of 357 instructors at a major Canadian university, where student evaluation is carried out in all courses at the end of each term. Instructors tend to agree that the student rating practice is an acceptable means of assessing institutional integrity, and is useful to administrators in making summative decisions. However, they consider the student evaluations only marginally valuable in their impact on enhancing instruction. Implications for the development of student ratings are discussed.

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