Assessing Quality of Teaching from different Perspectives for Improving Teacher Centered Instruction in Higher Education

Purpose: Student feedback is essential for evaluating teaching performance and improving instructional quality. Traditionally, evaluations occur at semester’s end and are seldom used as evidence-based tools for enhancing teaching. The Diagnosis of Classroom Instruction (DTF) system offers a structured approach using questionnaires, software, and media to support continuous teaching improvement. It includes evaluations from students (student evaluation), the instructor (self-evaluation), and a peer (peer evaluation). This study aimed to assess teaching quality using the DTF method through student and teacher feedback. Methods: Fifty-three undergraduate physiotherapy students and two lecturers from the School of Health Professions, Bern University of Applied Sciences, participated. After the first lesson, a survey informed the learning objectives and teaching methods for the second lesson. A second evaluation followed. Data were collected twice over ten days using equivalent questionnaires for students, self-evaluating lecturers, and peer observers. The DTF tool assessed four domains: Classroom Management (5 items), Learning Climate (7), Clarity and Structuring (6), and Activation (7), rated on a 4-point Likert scale (1 = strongly disagree to 4 = strongly agree; neutrality = 2.5). Results: Forty-four students completed both surveys. Student ratings slightly improved in the second round. Lecturer and peer ratings decreased slightly, except for one item that improved. Overall, perspectives aligned more closely after the second evaluation. Conclusion: DTF shows promise as a diagnostic tool to enhance teaching quality. For optimal results, it should involve multiple students, at least two observers, and repeated assessments over time.