Beware pitfalls of relying on student feedback to assess lecturers

I refer to the commentary, "Lessons I learnt from teaching in a polytechnic” (Jan 3).

I am particularly struck by this statement by the author: "I have concluded that the best teachers don’t stand and deliver, they don’t even think their role is to tell anyone anything. They are masterful guides who know when to stand back and when to hold your hand when you are stuck.”

It captures the very essence and meaning of teaching, which can sometimes seem like a thankless job with huge responsibilities.

The author also mentioned an annual rating exercise at her polytechnic, which she said “gives a pretty in-depth analysis of what students think of their lecturers”.

This is quite a well-known practice among polytechnics and tertiary institutions.

The feedback from students is often also used, along with other assessment tools, by the polytechnics in appraising the lecturers. Some of them will also receive teaching awards based in part on the students’ feedback.

But I would urge polytechnics not to be too reliant on student feedback surveys, as they can be flawed. Why do I say so?

When I was a polytechnic student, I noticed that lecturers who received teaching awards tend to be those who were popular with students.

Yes, being able to connect well with students is a vital skill for teachers, but there is a fine line between being relatable and being populist.

Take a teacher who has a habit of dismissing class 10 minutes ahead of schedule. Or one who is liberal with examination tips. They would likely be rated higher by students, compared with teachers of similar quality who are stricter.

Indeed, I know of some good teachers who have not received teaching awards because they are stricter than others.

Of course, not all students are naive and would rank teachers based solely on how nice they are to students. But such surveys are still largely subjective and should not be relied on for the appraisal of teachers.

If not, they could easily encourage populist behaviour among teachers that may not be in the best interest of students.

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