The State of the Literature on Student Evaluations of Teaching and an Exploratory Analysis of Written Comments: Who Benefits Most?

To Get Good Student Ratings should you only Teach Programming Courses? Investigation and Implications of Student Evaluations of Teaching in a Software Engineering Context

“…SET is a commonly used measure for teaching quality in higher education [11]- [13]. In fact, according to many articles, SET is the most common method to evaluate faculty's teaching performance in higher education institutions [13]- [18].…”

“…SET is a commonly used measure for teaching quality in higher education [11]- [13]. In fact, according to many articles, SET is the most common method to evaluate faculty's teaching performance in higher education institutions [13]- [18]. It is surprising that SET is the only widely used method for assessing teaching quality as there exists many different methods of assessing teacher and teaching quality besides student evaluations, including peer-rating, self-evaluation, student interviews, learning outcome measures and teaching portfolios [19].…”

From panic to pedagogy: Using online active learning to promote inclusive instruction in ecology and evolutionary biology courses and beyond

“…These findings are important for any faculty member whose reappointment, merit, or promotion is based on SETs, but are particularly relevant for women faculty and faculty from minoritized groups. SETs are already biased against both groups, with students rating women (MacNell et al., 2015; Mitchell & Martin, 2018) and minoritized faculty (Chávez & Mitchell, 2020; Wallace et al., 2019) lower than (white) men. Instructors who use active learning, especially women faculty or faculty of color, should be proactive and explicitly mention these points in their yearly performance reviews.…”

A critical reflection on the student evaluation of the effectiveness of university teachers in New Zealand

“…En esta lectura, la efectividad realmente se traduce a preguntas como "¿Me gusta mi profesor?" (Wallace et al, 2019) y "¿Estoy satisfecho con mi experiencia?" No hay por qué no medir el aprecio y satisfacción del alumnado, pero el problema viene cuando se pretende medir otra cosa y se acaban midiendo el aprecio y la satisfacción con otro nombre.…”