ABSTRACT This work contributes to the literature raising concerns with the use of SET (student teaching evaluation) scores to evaluate teaching effectiveness and to motivate or demotivate faculty tenure and promotion decisions. It shows that the non-deterministic and qualitative nature of the SETs controverts their analysis and interpretation. It also reinforces empirical evidence that the SET usage introduces multiple biases related to professor, course, and class characteristics and facilitates grade inflation. This study exploits a large data set coming from an American research university.

中文翻译：

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学生对教学的评估：一维性，主观性和偏见

摘要这项工作有助于提高文献关注度，使用SET（学生教学评估）分数来评估教学效果并激励或消减教师任职和晋升决策。它表明SET的非确定性和定性性质会颠覆其分析和解释。它还强化了经验证据，即SET的使用引入了与教授，课程和班级特征有关的多种偏差，并促进了年级通货膨胀。这项研究利用了来自美国研究型大学的大量数据集。