Initial level of student evaluation of instruction as a source of influence on instructor change after feedback

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Received, early in October 1971, responses from 252 students in 13 introductory and educational psychology sections to a Student Opinion Questionnaire containing measures of 7 stable dimensions on college teaching. 10 days later, the instructors, who had been grouped according to the level of student evaluation, received feedback. In December, 231 students responded again to the same questionnaire. The studentsʼ initial evaluation of instruction was a significant influence on instructor change. Instructors who were originally evaluated moderately well benefited most from feedback. They improved their teaching more significantly on skill, interaction, and rapport than did the instructors who had originally been rated more favorably. They also tended to decrease work load and improve rapport more than the instructors who had been rated more unfavorably.