Abstract
Correlations between instructional ratings and exam performance at three universities indicated that three rating factors (student accomplishment, presentation clarity, and organization-planning) correlated highly with educational achievement. These rating factors were derived by a factor analysis of a 21-item questionnaire. Separate analyses of the relationship between instructional ratings and student characteristics indicated that the student’s grade point average and math aptitude score (SAT) did not systematically vary with his ratings. However, more senior students (number of terms in college) rated instructors more favorably than their less experienced classmates.
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