The flava:
“The dirtiest secret in higher education is that there is no good data on the quality of teaching and teachers on college campuses.”
So begins an interesting essay, “Teaching Quality,” by Hollis Robbins at her newsletter, Anecdotal Value.
Robbins laments the lack of data on instructional quality in higher education. Widely used student evaluations of teaching aren’t helpful, she says, owing to them “being designed to measure [student] satisfaction, not [teacher] quality.” Furthermore, their results are largely unavailable to those outside of the institutions in which they’re administered. What Robbins is looking for is data from which those inside and outside institutions can come to know how good the teachers are at them.
In the absence of such data, she estimates, based on her observations over 30 years in academia as a professor and dean, “that except for very elite private institutions… well over half of university instruction across the US is fair to poor. Perhaps 25% is good and 5% is excellent.” Your own estimates may vary. . . .
The article:
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