Guidelines

Guidelines/Principles for the Use of Student Teaching Evaluations
Purpose:
Concern has been expressed from across the University as to how student evaluation of teaching is
used, particularly in regard to potential over interpretation of numerical data. The purpose of these
guidelines/principles is to provide some perspective and best practice in their use. The Board of
Governors of the University of North Carolina requires that student evaluations and formal methods
of peer review are included in teaching evaluation procedures, that student evaluations are
conducted at regular intervals (at least one semester each year) and on an ongoing basis. See The
UNC Policy Manual: 400.3.1.1 section II.c.
Best Practices for Use of Student Evaluations for Assessment of Teaching:
Student evaluations of teaching performance using the ClassEval instrument offer both formative
and summative feedback for the ultimate purpose of providing a better learning experience and
producing high quality graduates. Faculty may utilize ClassEval data for making improvements in
their teaching as part of their formative evaluation. ClassEval data comprise one component of the
summative review process for evaluation of teaching used in personnel decisions. For teaching
evaluation reviews at the departmental level, the departmental voting faculty (DVF) will establish
guidelines for interpreting the ClassEval data following the principles outlined below.
Principles for interpretation of ClassEval data for the purpose of personnel decisions
1. Guidelines for interpreting ClassEval data should be developed by the DVF a minimum of one
year in advance of the faculty evaluation process for which they will be used to ensure (a) that the
individual being evaluated and those conducting the evaluation have a mutual understanding
regarding procedures, standards and expectations, and (b) that the criteria for evaluation are
consistently applied to all individuals being evaluated by a unit. Such departmental guidelines should
be reviewed periodically (~3 years) or sooner if the ClassEval instrument and/or process change.
2. Teaching evaluation scores are statistical data that are subject to variations due to course level,
course content and difficulty, class size and composition, teaching style and student evaluation
response rate. Therefore, DVF should evaluate a given instructor/course based on scores provided
for that instructor/course combination from year to year in order to assess consistency and
improvements made to ensure quality teaching. Individual course or instructor data are not suited to
comparison to a departmental mean.
3. Numerical data from ClassEval should not be considered as absolute numbers because
confidence levels vary depending on response rate. Information on analyses is available to faculty
through University Planning and Analysis.
4. Faculty are encouraged to address constructive criticism provided in students written feedback as
an important part of self-improvement in teaching. The DVF and responsible administrators should
recognize faculty efforts to address students concerns and detail their innovations in teaching and
course development.
5. Faculty have the right to provide a brief statement addressing ClassEval data issues such as
isolated and unsubstantiated personal criticism or teaching innovations in response to ClassEval
critique. Such a statement should be considered part of the summary of student evaluations in any
assessment requiring the evaluation of teaching such as reappointment, tenure or post tenure
review decisions.
6. The goal of producing highly qualified students requires rigorous course standards and excellent
teaching, and should not be compromised for the sole purpose of achieving higher teaching
evaluation scores.
7. Diversity in teaching styles should be encouraged. Each faculty member is urged to develop his or
her unique teaching style that will provide the best educational experience for their students.

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Guidelines/Principles for the Use of Student Teaching Evaluations

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