ABSTRACT
The only man who behaves sensibly is my tailor; he takes my measurements anew every time he sees me, while all the rest go on with their old measurements and expect me to fit them.
— GEORGE BERNARD SHAW
12.2 The Instruction-Paradigm Student Evaluation of Teaching ......... 254 12.3 Reliability Problems of Current Student Evaluation of Teaching ..... 256 12.4 Teaching Evaluation and Deep Learning: A Scholarly Approach ..... 261 12.5 Summary ...................................................................................... 266 Practice Corner ...................................................................................... 267 Keywords .............................................................................................. 271 References ............................................................................................. 271
12.1 INTRODUCTION Universities and colleges have been relying on student evaluation of teaching (SET) to assess the effectiveness of their faculty for decades. Like the evaluation of students’ work, the evaluation of teaching has very concrete effects on the lives of university and college teachers. SET results are mainly used for appointment, reappointment, tenure, and promotion. In most cases, they are the only data used for evaluation. Despite their importance, current SET instruments present severe validity problems, particularly because they have no correlation with student learning.
