Refocusing on the Traditional and Effective Teaching Evaluation: Rational Thoughts About SETEs in Higher Education

Abstract

Some higher educational institutions often use a student evaluation of teaching effectiveness (SETE) as the only way to evaluate teaching. Unfortunately, this instrument often fails to serve as a tool for improving instruction. It often serves as a disincentive to introducing rigor. Studies have found that student feedback is not enough to be the basis for evaluating teaching. This paper performs a literature review of student evaluations to measure teaching effectiveness. Problems are highlighted, and suggestions are offered to improve SETEs and refocus teaching effectiveness on outcome-based academic standards.