This paper summarizes the discourse on student ratings of teaching in higher education. It reconceptualizes student ratings within a larger process of promoting quality in teaching and student learning. As students engage in productive dialogue with teachers and administrators, metrics drawn from decontextualized surveys are admittedly a vital resource. Our paper contends, however, that student ratings can only become a tool for enhancement when they feed reflective conversations about improving the learning process and when these conversations are informed by the scholarship of teaching and learning. We illustrate this view with a case study of an Engineering Faculty that uses three interconnected initiatives to support an evolving conversation on quality among teachers in partnership with students. The role of student engagement in enhancement efforts is discussed as well as potential challenges to implementation. Our purpose is to spark wider discussion of a systems perspective on student ratings that supports a coherent discourse towards positive change.

本文总结了关于高等教育教学中学生评价的论述。它在提高教学质量和学生学习质量的更大过程中重新概念化了学生的评分。当学生与教师和管理人员进行富有成效的对话时，从脱上下文调查中得出的指标无疑是至关重要的资源。然而，我们的论文认为，只有当学生提出有关改善学习过程的反思性对话，并且这些对话是由教与学的奖学金来告知时，学生的评分才能成为提高学生评分的工具。我们通过一个工程学院的案例研究来说明这种观点，该学院使用三个相互联系的举措来支持与学生合作的教师之间不断发展的质量对话。讨论了学生参与在增强工作中的作用以及实施方面的潜在挑战。我们的目的是引发对有关学生评分的系统观点的更广泛的讨论，该观点支持对积极变革的连贯论述。