A Guide for Assessing the Interpretive Validity of Student Evaluations of Teaching in Medical Schools

Abstract

Abstract Student evaluations of teaching (SETs) are conducted in virtually every medical school in the world. Despite their widespread use, the validity of SET results has been subject to much debate. Of particular concern is the use of SET results as the basis for faculty hiring, promotion, and tenure decisions. Given the high-stakes nature of SET result and their implications for faculty, it is critical that those making evaluative judgments about faculty performance are able to discern the validity of these results. Thus, the purpose of this article is to present a guide for assessing the interpretative validity of SET results.