Higher tier education in the US
The effectiveness of higher teaching in the US is revealed with student evaluations of a teacher’s performance over the academic year. While this method has been established for decades, striking the balance between cost effectiveness and the precision and reliability of data gained, many students and academic teachers alike say that there is a cause for concern.
The cause for concern stems from many things. One of the most important points is the one-sided view of the data gained, since the evaluation of a teacher’s performance is solely the result of student feedback. Many say that this is unfair on teachers, since in effect their livelihood lies in the hands of the students themselves, and not only that, but the fact that not all higher institutions focus on teaching, but rather research. This problem is made worse by the increasing demands set on academic teachers, with larger courses, larger numbers of students per class, and larger expectations, all serving to increase the stress of the teacher to get it right, which is often detrimental.
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Not only this, but student satisfaction ratings can be quite unreliable in regards to how well a teacher provides and teaches course content. A particularly charismatic teacher might not teach as thoroughly as another with less charisma, but the former will gain better satisfaction thanks to kudos from the students. How can this type of popularity contest be fair when the latter may easily put more work and effort into their teaching craft? What about the negative effects of media on society, giving students a false justification to expect more and more from their tutors due to jaded view of education? All in all, there is no doubt much unfair influence on satisfaction scores which needs to be addressed.
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The solution rests in finding the appropriate middle ground between educational outcome and student performance ratings. The latter cannot be used on its own, as there is no correlation between academic success and teacher performance evaluation. Instead, multiple sources of information, from student and faculty members should be included. Ratings should also be taken against fixed standards and not across college boards. Separate subjects should have their own criterion of performance, reflecting the fact that different teaching styles are needed for different disciplines.
