Making students' evaluations of teaching effectiveness effective: The critical issues of validity, bias, and utility.

TLDR: In this paper, a broad construct-validation approach is proposed to recognize that effective teaching and SETs that reflect teaching effectiveness are multidimensional, and tentative interpretations of relations with validity criteria and potential biases should be evaluated critically in different contexts, in relation to multiple criteria of effective teaching, theory, and existing knowledge.

Abstract: This article reviews research indicating that, under appropriate conditions, students' evaluations of teaching (SETs) are (a) multidimensional; (b) reliable and stable; (c) primarily a function of the instructor who teaches a course rather than the course that is taught; (d) relatively valid against a variety of indicators of effective teaching; (e) relatively unaffected by a variety of variables hypothesized as potential biases (e.g., grading leniency, class size, workload, prior subject interest); and (f) useful in improving teaching effectiveness when SETS are coupled with appropriate consultation. The authors recommend rejecting a narrow criterion-related approach to validity and adopting a broad construct-validation approach, recognizing that effective teaching and SETs that reflect teaching effectiveness are multidimensional; no single criterion of effective teaching is sufficient; and tentative interpretations of relations with validity criteria and potential biases should be evaluated critically in different contexts, in relation to multiple criteria of effective teaching, theory, and existing knowledge.