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Effectiveness of consultation on student ratings feedback: A meta-analysis

Penny, A.R.; Coe, R.

Authors

A.R. Penny

R. Coe



Abstract

Consultation on student ratings is recognized as an important strategy to support university teachers in learning from student ratings feedback. However, there is little evidence to suggest which practices and strategies are most important for successful consultation. As the use of student ratings increasees, such evidence becomes increasingly important. The authors of this article performed an exploratory meta-analysis to determine the effects of various consultation strategies and to identify the conditions under which consultative feedback is most effective in improving teaching effectiveness. The results indicated that the various approaches to consultation are not equally effective. The authors suggest that only with use of certain consultation strategies might the benefits of support with student ratings feedback be maximized.

Citation

Penny, A., & Coe, R. (2004). Effectiveness of consultation on student ratings feedback: A meta-analysis. Review of Educational Research, 74(2), 215-253. https://doi.org/10.3102/00346543074002215

Journal Article Type Article
Publication Date Jul 1, 2004
Deposit Date Jan 23, 2007
Journal Review of Educational Research
Print ISSN 0034-6543
Electronic ISSN 1935-1046
Publisher SAGE Publications
Peer Reviewed Peer Reviewed
Volume 74
Issue 2
Pages 215-253
DOI https://doi.org/10.3102/00346543074002215
Keywords College faculty, Feedback, Student evaluation of teacher performance, Teacher effectiveness, Teacher improvement, Consultation programs, Meta analysis.

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