Utilizing Cognitive Dissonance Theory To Improve Student Ratings of College Faculty Members.Report as inadecuate




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This study examined the impact of mid-semester student ratings feedback on a faculty's end-of-semester student ratings. The positive direction of the end-of-semester ratings in the two mid-semester feedback groups lent support to the premise that cognitive dissonance theory and various forms of mid-semester, student rating feedback can be used to improve teaching. Of the 158 faculty members invited to participate, 61 volunteered. In the control group, faculty members were rated by students at the end of the semester. In the first treatment group (feedback group), members rated themselves at mid-semester and also received student ratings at mid-semester. The other treatment group (consultation group), faculty members rated themselves and were rated by students as above, but they also received a group consultation (workshop) with their feedback. The means (except for involving students) were greater for the workshop group than for the feedback group, and the means for the feedback group were greater than for the control group. (Contains 2 tables and 18 references.) (SLD)

Descriptors: Cognitive Dissonance, Cognitive Processes, College Faculty, College Students, Educational Theories, Evaluation Methods, Feedback, Higher Education, Student Evaluation of Teacher Performance











Author: Carson, Rebecca Davis; Smith, Albert B.; Olivarez, Arturo, Jr.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9812&id=ED452782







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