What Can We Learn from End-of-Course Evaluations?
No matter how much we debate the issue, end-of-course evaluations count. How much they count is a matter of perspective. They matter if you care about teaching. They frustrate you when you try to figure out what they mean. They haven’t changed; they are regularly administered at odds with research-recommended practices. And faculty aren’t happy with the feedback they provide. But are these approaches to assessing teaching likely to go away any time soon? I’m not feeling the winds of change. For that reason, I’d like to use this post to suggest several ways faculty can work around and move beyond end-of-course ratings.