Abstract
This article critiques the pervasive reliance on student evaluations as the primary metric of teaching effectiveness within higher education . Using narrative inquiry and reflective pedagogy it interrogates how statistical performance metrics can oversimplify complex classroom dynamics mask disciplinary differences between general education and theatre majors and distort tenure review and faculty development processes. The discussion connects assessment scholarship with organizational culture studies illustrating how research prestige and grant acquisition displace instructional quality in promotion deliberations . Through qualitative reflection on classroom practice production based learning and institutional policy this article exposes biases embedded in student feedback including workload aversion and delayed recognition of learning gains . It argues that teacher evaluations should inform rather than dictate professional judgments urging holistic peer observed and outcome oriented assessment frameworks that acknowledge contextual variables and support curricular excellence.
Recommended Citation
Headrick, Charlotte J.
(1991)
"Teacher Evaluations: A Necessary Evil?,"
Association for Communication Administration Bulletin: Vol. 78, Article 2.
Available at:
https://stars.library.ucf.edu/aca/vol78/iss1/2
