Student evaluations of teaching are ubiquitous in the academe as a metric for assessing teaching and frequently used in critical personnel decisions. Yet, there is ample evidence documenting both measurement and equity bias in these assessments. Student Evaluations of Teaching (SETs) have low or no correlation with learning. Furthermore, scholars using different data and different methodologies routinely find that women faculty, faculty of color, and other marginalized groups are subject to a disadvantage in SETs. Extant research on bias on teaching evaluations tend to review only the aspect of the literature most pertinent to that study. In this paper, we review a novel dataset of over 100 articles on bias in student evaluations of teaching and provide a nuanced review of this broad but established literature. We find that women and other marginalized groups do face significant biases in standard evaluations of teaching – however, the effect of gender is conditional upon other factors. We conclude with recommendations for the judicious use of SETs and avenues for future research.

学生对教学的评估是学院中普遍存在的一种评估教学的指标，并且经常用于关键人员的决策中。但是，有足够的证据记录了这些评估中的衡量指标和公平偏见。学生对教学的评估（SET）与学习的相关性很低或没有相关性。此外，学者们使用不同的数据和不同的方法常规地发现，女性教职人员，肤色教职人员和其他边缘群体在SET中处于不利地位。现有的关于教学评估偏见的研究倾向于仅回顾与该研究最相关的文献方面。在本文中，我们回顾了一个新的数据集，其中包含100多篇关于学生对教学评价存在偏见的文章，并对这一广泛但已确立的文献进行了细微的评论。我们发现，妇女和其他边缘化群体在教学标准评估中确实面临重大偏见-但是，性别的影响取决于其他因素。最后，我们建议明智地使用SET和将来的研究方法。