Two university classes rated their instructors after each class without their instructor's knowledge. Students rated both the value and quality of instruction for each class and indicated why each rating was given. The effects of formative feedback and the specificity of feedback were investigated. Results indicated that formative student feedback was effective in improving ratings when this feedback contained specific enough information regarding instructor classroom behavior. The implications of using formative student evaluation of instruction are discussed along with suggestions for utilizing student instructor feedback information.
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