Testing methodology alters student responses on course and instructor evaluation [University of Arizona, Department of Veterinary Science]

Students tested via traditional midterm and final exams rated the instructor and a course in animal anatomy and physiology higher than students tested in the mastery learning methodology. Both groups participated simutaneously in the same classroom and laboratory presentations and had access to identical teaching aids. Collectively the traditional group received "above average" grades and rated the course and instructor "above average." The composite mastery group received "average" grades and rated the course and instructor "average." It is concluded that student evaluations of the course and instructor were affected by student attitudes relative to how hard they thought they had to work on their own and the grade they expected to receive for those efforts.