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Should Student Evaluation of Teaching Play a Significant Role in the Formal Assessment of Dental Faculty? Two Viewpoints

机译：学生的教学评估是否应该在牙科教师的正式评估中发挥重要作用？两个观点

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摘要

Student evaluation of teaching (SET) is often used in the assessment of faculty members’ job performance and promotion and tenure decisions, but debate over this use of student evaluations has centered on the validity, reliability, and application of the data in assessing teaching performance. Additionally, the fear of student criticism has the potential of influencing course content delivery and testing measures. This Point/Counterpoint article reviews the potential utility of and controversy surrounding the use of SETs in the formal assessment of dental school faculty. Viewpoint 1 supports the view that SETs are reliable and should be included in those formal assessments. Proponents of this opinion contend that SETs serve to measure a school’s effectiveness in support of its core mission, are valid measures based on feedback from the recipients of educational delivery, and provide formative feedback to improve faculty accountability to the institution. Viewpoint 2 argues that SETs should not be used for promotion and tenure decisions, asserting that higher SET ratings do not correlate with improved student learning. The advocates of this viewpoint contend that faculty members may be influenced to focus on student satisfaction rather than pedagogy, resulting in grade inflation. They also argue that SETs are prone to gender and racial biases and that SET results are frequently misinterpreted by administrators. Low response rates and monotonic response patterns are other factors that compromise the reliability of SETs.
机译：学生对教学的评估（SET）通常用于评估教师的工作绩效，晋升和任期决策，但是关于这种学生评估的使用的争论集中在评估教学绩效的数据的有效性，可靠性和应用性上。此外，担心学生受到批评可能会影响课程内容的交付和测试方法。这篇关于积分/对等点的文章回顾了在牙科学校教师的正式评估中使用SET的潜在用途和争议。观点1支持这样的观点，即SET是可靠的，应将其包括在这些正式评估中。这种观点的支持者认为，SET可以用来衡量学校支持其核心使命的有效性，是基于来自教育提供者的反馈的有效措施，并且可以提供形成性的反馈意见，以提高教师对该机构的责任感。观点2认为，不应该将SET用作晋升和任期决策，认为更高的SET等级与改善的学生学习能力无关。这种观点的提倡者认为，可能会影响教师专注于学生的满意度而不是教学法，从而导致年级通胀。他们还认为，SET容易出现性别和种族偏见，SET的结果经常被管理员误解。低响应率和单调响应模式是其他损害SET可靠性的因素。

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