Effectiveness of performance feedback from behaviorally anchored rating scales

Peter W. Hom, Angelo S. DeNisi, Angelo J. Kinicki, Brendon D. Bannister

Research output: Contribution to journalArticlepeer-review

20 Scopus citations


Compared a behaviorally anchored rating scale (BARS) developed according to the procedure of H. Bernardin et al with a summated rating scale. Using both scale formats (designed to evaluate teaching effectiveness), 859 undergraduates rated 32 instructors during spring classes, and 314 undergraduates rated 19 instructors during summer classes. Students rated instructors halfway through the course and at its end. Instructors received feedback from the 1st rating period on either the BARS (including written behavioral observations) or on the summated rating format. Analyses of covariance revealed no format effect on the performance ratings obtained during the 2nd rating period in the spring experiment. BARS feedback, however, produced greater behavioral change among instructors than did feedback from the alternative format used during the summer experiment. (34 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).

Original languageEnglish (US)
Pages (from-to)568-576
Number of pages9
JournalJournal of Applied Psychology
Issue number5
StatePublished - Oct 1982
Externally publishedYes


  • teacher effectiveness feedback assessed by behaviorally anchored vs summated rating scale, behavior change, college instructors & students

ASJC Scopus subject areas

  • Applied Psychology


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