Abstract:
The importance of expectations and lack of change in student evaluation of teaching scores are
key criticisms of the evaluation instrument even though prior research shows students are able to
separate expectations from the final evaluation. Our research shows significant changes do occur when
results are segregated by course division level. Those changes are often small, one-unit positive or negative
changes from initial student perceptions leading to an average score reflecting no change. Nearly half of
students change their overall instructor appraisal across the semester.
Keywords:
fixed classroom perceptions, student evaluation of teaching scores
 Pruitt_December 2010 NACTA Journal-9.pdf | [ ] | 131 kB |
