A significant body of work problematises the assumption that student evaluations of teaching (SET) actually measure teaching quality. This is concerning, given that SET are increasingly relied upon not only to evaluate candidates for employment (so job acquisition is influenced by flawed data) but also to inform performance metrics for those in employment (so job security is influenced by flawed data). This paper presents qualitative research conducted at a large public university in Australia. The findings suggest that student evaluations of teaching seem to measure conformity with gendered expectations rather than teaching quality, with particularly negative effects for women. The integration of SET into performance management practices within institutions of higher education could be entrenching inequalities amongst university staff that could ultimately disadvantage female academics.

大量的工作使假设学生对教学的评估（SET）实际衡量教学质量的假设产生了问题。令人担忧的是，SET越来越多地依赖于评估求职者（因此，获取工作受到缺陷数据的影响），而且还告知了那些待业人员的绩效指标（因此，工作安全受到了缺陷数据的影响）。本文介绍了在澳大利亚一所大型公立大学进行的定性研究。研究结果表明，学生对教学的评价似乎衡量的是性别期望的符合程度，而不是教学质量，对女性的负面影响尤为明显。