Teacher Evaluations and Student Learning: A Reexamination

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Abstract
The study was conducted to reexamine the question of the relationship between teaching skill as evaluated by college students and teaching skill as evidenced by how much the instructor’s students learn. Mean scores on each of fourteen evaluation items for instructors of twenty sections of college algebra were correlated (across sections) with mean post-course performance of their respective students on the Cooperative Intermediate Algebra Test. For all evaluation items the relationship with amount learned was positive. These results are in direct conflict with results recently reported by Rodin and Rodin (7). Reasons for the discrepancy are discussed.

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