The Validity and Utility of Student Evaluations

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dc.contributor.authorRempel, Rex J.
dc.date.accessioned2019-11-06T18:10:43Z
dc.date.available2019-11-06T18:10:43Z
dc.date.issued2018
dc.description.abstractThis paper explores the conundrum of student evaluations. At the end of each school term, nontenured collegiate instructors across disciplines and institutional classifications worry that student evaluations may unfairly derail their careers. Despite the prevalence of published research and opinion pieces, the academy seems far from reaching a consensus on whether or how to use student feedback. This re-examination of claims and the available evidence sets out to ascertain whether student evaluations of teaching provide meaningful information about the quality of teacher performance. Empirical studies reveal problems inherent to professorial evaluation and methodological flaws in the use of these high stakes tools. Nevertheless, the author argues, student evaluations offer useful qualitative and quantitative information about the student experience and the use of such feedback is consistent with social work practice. The author concludes with specific recommendations for the ethical and effective use of student evaluations in higher education.en_US
dc.identifier.urihttps://hdl.handle.net/10657/5274
dc.language.isoen_USen_US
dc.publisherUniversity of Houston Graduate College of Social Worken_US
dc.subjectPerspectives on Social Worken_US
dc.subjectRex J. Rempelen_US
dc.subjectStudent Evaluationen_US
dc.subjectTeachingen_US
dc.subjectAssessmenten_US
dc.subjectBiasen_US
dc.subjectBest Practicesen_US
dc.subjectPerspectives on Social Work
dc.subjectSocial work
dc.subjectStudent evaluations
dc.subjectTeaching
dc.subjectAssessments
dc.subjectBias
dc.subjectBest Practices
dc.titleThe Validity and Utility of Student Evaluationsen_US
dc.typeArticleen_US

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