Peer Reviews of Student Evaluations
Committees should consider research on student evaluations in making peer reviews of teaching to complete Dossier Section 7. For this section, committees submit a memo based on their reviews of the candidate’s Teaching Portfolios, their teaching observations, their assessments of Teacher-Course Evaluations (TCEs), and their responses to candidates’ self-assessments of their teaching. The University uses this multimodal assessment of teaching to avoid an excessive reliance on TCEs because research shows that student evaluations can be biased by faculty members’ gender, ethnicity, national origin, disability, and sexual orientation and identity as well as by a range of extraneous factors such as the modality or type of course. For further information, see Linse’s “Interpreting and using student ratings data: Guidance for faculty serving as administrators and on evaluation committees” (2017). Research on student evaluations underlines the fact that they are not measures of student learning but student perceptions of instructors’ effectiveness. As such, they can be useful data to consider as part of a multimodal peer review of teaching. To conduct such reviews, committees should use the OIA’s Review of Teaching Protocol and the Criteria for Peer Reviews of Teaching and Nominations for Provost Awards for Innovations in Teaching.