New pressures are requiring business schools to re-emphasize teaching, and design performance evaluation systems that will give faculty an opportunity to improve their teaching performance, and supervisors the ability to reward them accordingly. Within a framework of multi-rater performance evaluation, seven constructs are identified as major dimensions of classroom activity, and are then used to predict student perceived performance (SPP). Results confirm that class organization and relationship with students have a large impact on SPP, but newer constructs encompassing the effective use of media and active learning techniques are also important in explaining student perceived performance
