Evaluating the teaching performance of lecturers in higher education is important for both the Universities and the faculty themselves. Having information about teaching performance is essential to bring about change in student learning and assessment, to incentivize lecturers, to appraise lecturers and to make important administrative decisions. The most common approach to evaluate lecturers is student evaluation of teaching (SET). However, SET is commonly considered to be only a poor reflection of lecturer teaching performance. Here I propose a number of measures to improve SET. I recommend to change the current cardinal grading of lecturers to an ordinal system, in which student rank their best lecturers based on specific criteria. These criteria should be concrete, aligned with the desired attributes of a good lecturer and process-oriented rather than achievement-oriented. To increase student motivation to provide accurate feedback, SET should be directly linked to teaching awards and publicized transparently. Finally, to obtain meaningful formative feedback, lecturers should administer their own feedback surveys, tailored to the specific pedagogical approaches and learning outcomes of their modules. It is hoped that with these measures a more meaningful student evaluation of teaching can be achieved.

中文翻译：

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对大学讲师进行更有意义的评估

评估高等教育讲师的教学表现对大学和教师本身都很重要。拥有有关教学绩效的信息对于改变学生的学习和评估、激励讲师、评估讲师和做出重要的行政决策至关重要。评估讲师最常见的方法是学生教学评价（SET）。然而，SET通常被认为只是讲师教学表现的较差反映。这里我提出了一些改进SET的措施。我建议将当前讲师的主要评分更改为顺序系统，在该系统中，学生根据特定标准对他们最好的讲师进行排名。这些标准应该是具体的，与优秀讲师的理想属性保持一致，并以过程为导向，而非以成就为导向。为了提高学生提供准确反馈的动力，SET 应与教学奖励直接挂钩并公开透明。最后，为了获得有意义的形成性反馈，讲师应该管理他们自己的反馈调查，根据他们模块的具体教学方法和学习成果量身定制。希望通过这些措施可以实现更有意义的学生对教学的评价。根据其模块的特定教学方法和学习成果量身定制。希望通过这些措施可以实现更有意义的学生对教学的评价。根据其模块的特定教学方法和学习成果量身定制。希望通过这些措施可以实现更有意义的学生对教学的评价。