• D L Leonard, R Marion, and B R Niebuhr.
• J Allied Health. 1985 Feb 1; 14 (1): 141-7.

AbstractStudent evaluation of teaching effectiveness is widely used in undergraduate institutions as one element of determining overall faculty effectiveness. The evaluation format typically consists of (1) a number of questions the student answers by indicating a numerical rating and (2) an open-ended section for written comments. Some faculty members believe that the numerical ratings are not taken seriously by the students, and that the written comments impose greater accountability on the part of students. On the other hand, numerical ratings are necessary to minimize the fear that unfavorable written comments will be taken out of context in promotion decisions. Tabulation of numerical ratings is essential if a computerized data base for faculty evaluation is to be established. This study was designed to examine the relationship between student's numerically based ratings and written comments by evaluating allied health instructors using a standard, schoolwide evaluation form. Written comments were categorized according to a five-point scale and compared to mean values obtained from numerical ratings. Twenty-two faculty and 1,311 student evaluations were included. Significant positive correlations were found between the numerical student ratings and the written comments. The highest correlations were between student comments and two items related to overall teaching effectiveness. Students who evaluated instructors at either extreme on the spectrum of effectiveness were most likely to include written comments. Based on the consistency of numerical ratings and written comments we recommend that only the numerical ratings be used as part of the promotion and tenure decision-making process.(ABSTRACT TRUNCATED AT 250 WORDS)

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