Typically, feedback from questionnaire items referring to specific behaviors is more likely to be helpful than from broad, general items. In addition, faculty members should have an opportunity to choose items that answer questions they would like answered with respect to their own course and teaching. If departments or colleges require certain items to be included, they have an ethical obligation to make sure those items are indeed relevant to each instructor's teaching responsibilities. Irrelevant questions simply confirm faculty and student suspicions that the whole process is a bureaucratic exercise rather than an honest attempt to improve education. But consultation about the ratings with an experienced peer or an expert, even explicit suggestions such as lists of teaching strategies or techniques, makes a big difference in the amount of improvement teachers make.
Teaching is a highly personal activity, involving one's deepest sense of self.
Negative comments are difficult to ignore. We all find it hard to believe that we were unaware that one of our students had such negative feelings about the class. Research on feedback from filmed or videotaped classes has shown that the teacher viewing the videotape tends to focus on minutiae of gestures and personal appearance. A consultant viewing the videotape can help a teacher sort out the major issues from the minutiae. Similarly, in interpreting student ratings, a consultant can help sort out the most useful information, provide encouragement and strategies for improvement, and suggest printed materials, workshops, training opportunities, or other means for continued learning.