Insight into One's Own Teaching through Feedback from Students' Evaluations

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Abstract
Analysis of responses from self- and class-evaluations on two occasions (midterm and end-of-term) on a 26-item evaluation form showed nonsignificant respondent and occasion effects but a significant interaction. Quick feedback of midterm evaluations followed by dialogue between instructor and class produced a significant increase in mean class-evaluations, but the instructor decreased his self-evaluations. Class means ( n = 31) for items correlated .93 on the two occasions and midterm self-evaluations correlated .60 and .65 with class-evaluations. Largest gains were made on items rated lowest at midterm.

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