Theory-Based Evaluation of Instruction: Implications for Improving Student Learning Achievement in Postsecondary Education

While student global ratings of college courses historically predict learning achievement, the majority of recent U.S. college graduates lack proficiency in desired skills. Teaching and Learning Quality (TALQ), a new course evaluation instrument, was developed from extant instructional theory that promotes student learning. A survey of 193 students in 111 different courses at multiple institutions was conducted using TALQ. Results indicated strong associations among student ratings of First Principles of Instruction, academic learning time, perceptions of learning gains, satisfaction with courses, perceived mastery of course objectives, and their overall evaluation of courses and instructors. Instructors can implement the theoretically derived First Principles of Instruction by challenging students with real-world problems or tasks, activating student learning, demonstrating what is to be learned, providing feedback on student learning attempts, and encouraging student integration of learning into their personal lives.