METHODS FOR IMPROVING THE INTERPRETATIVE VALUE OF STUDENT EVALUATIONS OF TEACHING

Questionnaires that measure students’ evaluations of teaching performance are widely used throughout American higher education institutions. However, while the instruments are widely used, the interpretation of the survey data is a frequent source of disagreement and discontent. This paper will discuss three methods for interpreting teacher evaluation data and suggest that interpretation is most likely to be perceived as fair and accepted when it is based upon a pre-established scale that is grounded in multiple administrations of a consistent survey instrument.