Student ratings of instruction in the USA: Hidden assumptions and missing conceptions about ‘good˚s teaching

Abstract

A typical evaluation instrument used in the USA is subjected to critical analysis with reference to two paradigms of teaching, the transmission model and the engaged-critical model. This analysis reveals that the evaluation form is not representative of all conceptions of teaching, but is more consistent with the transmission paradigm. As a prescriptive cultural and educational artifact, the survey instrument implicitly militates against alternative models of teaching. The article questions the ‘neutrality˚s of a document that purports to transcend different disciplines, epistemologies, teaching methods, conceptions of learning, and institutional use.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 89 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.