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首页> 外文OA文献 >Observations on the Folly of Using Student Evaluations of College Teaching for Faculty Evaluation, Pay, and Retention Decisions and Its Implications for Academic Freedom
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Observations on the Folly of Using Student Evaluations of College Teaching for Faculty Evaluation, Pay, and Retention Decisions and Its Implications for Academic Freedom

机译：利用大学教学的学生评估作教师评估，薪酬和保留决策的愚蠢现象及其对学术自由的启示

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摘要

Research on student teaching evaluations is vast. An examination of this research demonstrates wide disagreements but also substantial consensus of authority for the proposition that student evaluations should be used only with extreme care, if at all, in making personnel decisions. A number of reasons cause administrators to use teaching evaluations for personnel decisions. The literature, however, is virtually unanimous in its condemnation of norming student evaluations in order to rank classroom performances. Current cases on academic freedom indicate some retrenchment by the Circuits from broader pronouncements in earlier Supreme Court cases. This paper concludes that the use of non-validated student evaluations alone without any other criteria for teaching effectiveness raises substantial problems in faculty retention and promotion decisions. It also suggests that such an approach in the right case might violate academic freedom and the First Amendment.
机译：关于学生教学评估的研究非常广泛。对这项研究的检查表明存在广泛的分歧，但对于以下观点的权威也达成了基本共识：学生评估仅在进行人事决策时应格外谨慎（如果有的话）。导致管理员使用教学评估进行人事决策的多种原因。但是，文献几乎都一致谴责规范学生评估以对课堂表演进行排名。当前有关学术自由的案件表明，巡回法院从最高法院先前的案件中更广泛的宣布中有所削减。本文得出的结论是，仅使用未经验证的学生评估而不使用其他任何标准来提高教学效果，会在教师的保留和晋升决策方面带来实质性问题。这也表明，在正确的情况下采取这种做法可能会侵犯学术自由和《第一修正案》。

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