Abstract
Students of six classes who had previously participated in a larger study of teaching styles were tested a year after completion of the course. The purpose of the follow-up was to determine whether or not the prior battery of tests, including a student evaluation of instructor form, the Introductory Psychology Criteria Test, an Attitude Toward Psychology Scale, and a knowledge test, administered in a large group setting independent of those used for grades by instructors, would be positively related to student performance on comparable tests given a year later. The follow-up measures included items from the above measures plus questions regarding experiences and readings related to psychology in the year since the students' introductory course and two brief experiments which the students were to critique. Results indicated that the end of the semester measures of teaching effectiveness in terms of student performance and attitudes were positively related to similar responses obtained a year later.
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