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

Authors

  • Guo Cui Panzhihua University
  • Zhong Ni Huaihua University
  • Camilla Hong Wang Shantou University

DOI:

https://doi.org/10.33423/jhetp.v22i3.5086

Keywords:

higher education, SETE, teaching interaction, teaching evaluation, performance assessment

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.

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Published

2022-03-31

How to Cite

Cui, G., Ni, Z., & Wang, C. H. (2022). Refocusing on the Traditional and Effective Teaching Evaluation: Rational Thoughts About SETEs in Higher Education. Journal of Higher Education Theory and Practice, 22(3). https://doi.org/10.33423/jhetp.v22i3.5086

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Section

Articles