ABSTRACT

Student evaluation of teaching (SET) has not yet been studied historically and comparatively. Based on our interviews with professors and administrators at 18 universities in three countries, we discuss how SET diffused in all the studied universities and how SET was translated and edited differently according to different sets of statements. SET diffused from the US, where it was initiated by students in the 1950s and later adopted by universities in the 1970s. German and Colombian universities only imported SET later, in the 2000s, and in the German public sector it is still not mandatory for all courses. SET gains legitimacy through different discourses, for instance, the discourse on the empowerment and rights of students. SET also connects to the discourse on increasing rationality that extends the metrification of teaching to universities and is often connected to discourses on competition. But SET has also been reformed because it is regarded as biased against underrepresented groups and faces criticism of its methodological validity. Discourses on rationalization, student empowerment and competition are used to gain legitimacy while academic discourses on academic freedom and social diversity discourses are used to oppose SET, make translation more difficult and lead to editing of SET practices.

摘要

学生对教学的评价（SET）尚未进行历史和比较研究。基于我们对三个国家 18 所大学的教授和管理人员的采访，我们讨论了 SET 如何在所有研究的大学中传播，以及 SET 如何根据不同的陈述集进行不同的翻译和编辑。SET 是从 1950 年代由美国学生发起的，后来在 1970 年代被大学采用的。德国和哥伦比亚的大学只是在 2000 年代后期才引入 SET，在德国公共部门，它仍然不是所有课程的强制性。SET通过不同的话语获得合法性，例如关于学生赋权和权利的话语。SET 还与关于将教学计量化扩展到大学的日益理性的话语联系起来，并且通常与竞争话语相关联。但 SET 也进行了改革，因为它被认为对代表性不足的群体存在偏见，并面临对其方法有效性的批评。关于合理化、学生赋权和竞争的话语被用来获得合法性，而关于学术自由和社会多样性话语的学术话语被用来反对 SET，使翻译更加困难，并导致对 SET 实践的编辑。