I agree that bias is a problem, but I'm curious what you think is a better way to gauge teaching effectiveness that can be used in faculty review? I took some truly horrendous classes at Princeton where other students & I felt like course evals were incredibly important.
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Great Q. The linked doc suggests: –Qualitative over quantitative student feedback –Instructor self-reflection to allow contextualizing feedback –Peer evaluation I would add: focus on training over evals. Research faculty get almost zero teaching training (not just at Princeton).
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This is also another issue IMO - easier courses get higher ratings. About a decade ago, I regressed some student-reported variables against each other for our departmental courses and got the graph below (1 is bad/easy, 5 is good/hard).pic.twitter.com/abEuSEwszQ
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Thanks!! Also check out polisci profs
@rebeccakreitzer and@prof_mirya who have collected 70+ peer-reviewed empirical studies showing low validity of student evals AND bias agst women & POC https://twitter.com/rebeccakreitzer/status/1162091729052299264?s=21 …https://twitter.com/rebeccakreitzer/status/1162091729052299264 …Hvala. Twitter će to iskoristiti za poboljšanje vaše vremenske crte. PoništiPoništi
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Tweet je nedostupan.
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Tweet je nedostupan.
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Worse than that. Course evals assume students' have attitudes about a course which are measured by the questionnaire. I'm convinced that most students don't have attitudes about a course until asked. Then they quickly make something up on the spot. If not asked, then no attitude.
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@rj_chap something to keep in mind -
Haha. My next SANS evals will have this now. “Ryan didn’t allow me to express my creativity...”
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All the "22 scholarly associations" endorsing the statement are in the Arts field. None of them are from STEM fields. While I am not denying that bias exists, I also don't think that it is right to completely ignore what students say.
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