Abstract
This article critiques the growing complexity of teacher evaluation practices in higher education and emphasizes the need to prioritize student perspectives. It argues that while student evaluations are essential for assessing teaching effectiveness, many institutions have overcomplicated the process with excessive and irrelevant variables. The discussion highlights concerns about data-driven approaches that risk overshadowing meaningful feedback on course content, instructional quality, and fairness. Suggestions include using a balanced evaluation format that combines quantitative ratings with qualitative comments to provide actionable insights for instructors and administrators. The article underscores the importance of student input relative to peer observations and alumni assessments, cautioning against losing focus on the fundamental goal of improving teaching and learning.
Recommended Citation
Distler, Paul Antonie
(1989)
"Let's Not Forget the Students, and Let's Be Straightforward,"
Association for Communication Administration Bulletin: Vol. 68, Article 11.
Available at:
https://stars.library.ucf.edu/aca/vol68/iss1/11
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