Calibrating Course Evaluations: Student Self-Reported Effort as a Lens for Faculty Development

• In Event: The Scholarship of Teaching Evaluation

Abstract

This study examines how student self-reported effort—captured through end-of-course evaluations—correlates with perceptions of instructional quality and learning satisfaction. Analyzing over 5,000 evaluations across three course types, the research challenges assumptions of inflated self-assessment and reveals nuanced engagement patterns. Grounded in formative assessment and metacognition theory, the study positions student effort as a valid and underutilized metric for faculty evaluation and development. Findings suggest that calibrating professional development with student engagement data can enrich institutional feedback systems and support reflective teaching practice. By integrating student voice into evaluation frameworks, this work advances a more holistic and actionable approach to understanding and improving teaching effectiveness.

Author

• Mark Urtel, IUI - PE 267