Using Student Achievement and Feedback to Improve Your Teaching

In this module, faculty learn how to use patterns of student achievement on key assignments and assessments to inform instruction. In addition, the module provides techniques to secure mid- and end-of-semester feedback from students and techniques to use colleague observations and consultations with faculty development specialists to inform improvements in instruction.

To satisfy the module requirements, practicing faculty must apply at least one technique, such as creating a data analysis insights chart, securing midsemester feedback, or documenting teaching practices in a journal.

This module is one of five modules under ACUE’s unit on Assessing to Inform Instruction and Promote Learning.

Advising Subject Matter Experts

José Bowen
Goucher College

Trudy Banta
Senior Advisor to the Chancellor for Academic Planning and Evaluation
Indiana University-Purdue University Indianapolis

Module References

Angelo, T. A., & Cross, P. K. (1993). Classroom assessment techniques: A handbook for college teachers (2nd ed.). San Francisco, CA: Jossey-Bass.

Benton, S. L., & Cashin, W. E. (2014). Student ratings of teaching: A summary of research and literature (Idea Paper No. 50). Retrieved from

Cashin, W. E. (1995). Student ratings of teaching: The research revisited (Idea Paper No. 32). Retrieved from

Christensen, C. R., Garvin, D. A., & Sweet, A. (Eds.). (1991). Education for judgment: The artistry of discussion leadership. Boston, MA: Harvard Business School Press.

Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.

Farmer, D. W., & Napieralski, E. A. (1997). Assessing learning in programs. In J. G. Gaff & J. L. Ratcliff (Eds.), Handbook of the undergraduate curriculum: A comprehensive guide to purposes, structures, practices, and change (pp. 591–607). San Francisco, CA: Jossey-Bass.

Felder, R. M. (1992). What do they know, anyway? Chemical Engineering Education, 26, 134–135.

Gravestock, P., & Gregor-Greenleaf, E. (2008). Student course evaluations: Research, models and trends. Toronto, ON, Canada: Higher Education Quality Council of Ontario. Retrieved from

Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.

Rojstaczer, S. (2012, September 18). Student evaluations offer bad data that leads to the wrong answer. New York Times. Retrieved from

Seldin, P. (1997). Using student feedback to improve teaching. In D. DeZure (Ed.), To improve the academy (Vol. 16, pp. 335–346). Stillwater, OK: New Forums Press and the Professional and Organizational Development Network in Higher Education.

Svinicki, M. D., & McKeachie, W. J. (2010). McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (13th ed.). Belmont, CA: Wadsworth.

Theall, M. (n.d.). Student ratings: Myths vs. research evidence. Retrieved from

University of Michigan, Center for Research on Learning and Teaching. (n.d.). Improving your teaching: Obtaining feedback. Retrieved from

University of Northern Iowa. (n.d.). Small-group instructional diagnosis. Retrieved from

The University of Sydney, Institute for Teaching and Learning. (n.d.). Gathering and acting on feedback. Retrieved from

Using student evaluations to improve teaching. (1997). Speaking of Teaching: Stanford University Newsletter on Teaching, 9(1).