Evaluations extend the interaction that helps both teacher and learner contemplate their experiences.
Student Evaluations Work As Long as They’re About More Than Scores
Ellen McCulloch-Lovell is the president of Marlboro College in Marlboro, Vt., where she also teaches a course in poetry. She previous served in the Clinton administration and as chief of staff to Senator Patrick Leahy, Democrat of Vermont.
Updated March 14, 2013, 3:01 PM
Student evaluations can be effective if useful information prompts reflection from professors. At larger institutions, teachers often focus only on scores, which can serve as a rough numeric “thumbs up” or “thumbs down.” This is a less effective model than providing observations of teaching styles and course objectives. When salaries are tied to performance ratings, there is a lot at stake. More generally, professors care about their teaching and reputations. It’s tempting for them to check a site like RateMyProfessors.com.
Smaller colleges have the advantage of being able to focus more on student comments and bring them into regular faculty reviews, both before and after tenure. How does the system work best? First, it is more effective if a majority of students participate; at Marlboro College, about 80 percent do. Second, evaluations mean more if the teacher reads them at the end of each semester as part of her or his own self-evaluation of what was learned in the class. The third and most critical factor is that evaluations lead to good questions raised during regular faculty reviews.
Reading evaluations is informative, but reflection is most valuable. Are the comments justified? Does the professor want to change something about the design, class discussion or feedback? When a faculty member is asked by both her peers and students to reflect as a regular practice, teaching improves. As students write evaluations, they also engage in the educationally sound practice of reflection. Evaluations extend the interaction that helps both teacher and learner contemplate their experiences. Learning is a relationship. Student voices, when weighed and considered, influence teaching at places where professors understand that effective teaching is highly valued.