Current methods of evaluating learning and instruction have not kept pace with changes in learning theory, or with the transformed technological infrastructure of the modern business school classroom. Without reliable and valid instructional measurement systems, it is virtually impossible to benchmark new pedagogical techniques, assess the value of new technologies, or provide feedback to instructors for improving their classroom performance. This research tests whether active learning and effective media use—two constructs typically not measured in traditional teaching evaluation instrumentation— are important perceptual dimensions of the classroom experience. We also examine the relationship of these two constructs to student perceptions of instructional performance. Results confirm that active learning and effective media use—along with five other historically strong dimensions of instructional evaluation—can play a large role in explaining student perceptions of instructional performance.
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