Given the many concerns with focusing only on student evaluations of teaching, what are other ways that you and your institution can assess teaching effectiveness and student learning?
What is wrong with only using student evaluations to assess teaching?
Student evaluations of teaching appear to have limited (if any) correlation with student learning.
Here is a quote from a comprehensive and conservative review on Student Evaluations of Teaching (i.e. SET), from 2013 Review of Educational Research: “This review of the state of the art in the literature has shown that the utility and validity ascribed to SET should continue to be called into question. … many types of validity of SET remain at stake. Because conclusive evidence has not been found yet, such evaluations should be considered fragile, as important stakeholders (i.e., the subjects of evaluations and their educational performance) are often judged according to indicators of effective teaching (in some cases, a single indicator), the value of which continues to be contested in the research literature.”
Here is a link to a 2017 meta-analysis finding zero correlation between learning and student evaluations of instruction.
Here is a 2009 meta-analysis that reached similar but less strong conclusions and is critiqued in the previous link.
Here is a striking study with small ‘n’ but big differences in how students rated online instructors, depending simply on if they were told the instructor was male or female: “In promptness, for example, the instructors matched their grading schedules so that students in all groups received feedback at about the same rate. The instructor whom students thought was male was graded a 4.35 out of 5 for promptness, while the instructor perceived to be female received a 3.55.”