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Interpreting SRTI Results

Interpreting SRTI Results: A Guide for Instructors (pdf)
Download this guide to help you interpret the Individual Section Report that summarizes your SRTI results for a specific course section.

The SRTI instrument is designed to provide faculty members with useful feedback on students' experiences in the classroom. The 12 questions on the SRTI form fall into two broad categories Diagnostic Items and Global items.

Diagnostic items (items 1-9) reflect six teaching constructs important to facilitating student learning and achievement: skill and clarity, course structure, teacher availability and rapport with students, feedback to students, classroom interaction, and stimulation of student interest. The items highlight specific strengths and areas for improvement in a teacher's performance, as perceived by students. As such, items 1-9 primarily serve a formative evaluation purpose (i.e., results are used to improve current practices).

Global items (items 10-12) ask students to provide an overall evaluation of how much they have learned in the course, the effectiveness of the instruction, and the course as a whole. Research shows that global items are highly correlated with student achievement and satisfaction and are applicable and comparable in nearly all teaching and learning situations making them the kinds of items which are best used for administrative reviews of teaching performance (i.e., summative evaluation).

For SRTI results to be meaningful, especially for decision-making purposes, they must be representative of the entire class. This guide is designed to help you evaluate how well your SRTI results represent the population of students who took your course. In addition, you will find information on interpreting SRTI frequencies and means for your class and how to determine how your results compare with those of your SRTI comparison groups.

Keep in mind that student ratings of instruction are only one piece of any evaluation of teaching. While students can effectively judge aspects of teaching that reflect student experiences with an instructor (e.g., student-instructor relationships, instructor ability to communicate clearly, fairness of grading), they are not the best judges of aspects of teaching that reflect instructor subject matter expertise (e.g., knowledge in major field, course syllabus and reading list, selection of course objectives and materials).

If you have questions about interpreting SRTI reports, please send them to