Feedback is the good advice you get from multiple sources and can put to immediate use; in my classes, you look for this each week!
Grades are what you get at the end of the semester when the conversation is over and there's not much more you can do about it; to determine your grade I map your work against a checklist and rubric
An evaluation of course evaluations, Philip B. Stark and Richard Freishtat
Student ratings of teaching have been used, studied, and debated for almost a century. This article examines student ratings of teaching from a statistical perspective. The common practice of relying on averages of student teaching evaluation scores as the primary measure of teaching effectiveness for promotion and tenure decisions should be abandoned for substantive and statistical reasons: There is strong evidence that student responses to questions of “effectiveness” do not measure teaching effectiveness. Response rates and response variability matter. And comparing averages of categorical responses, even if the categories are represented by numbers, makes little sense. Student ratings of teaching are valuable when they ask the right questions, report response rates and score distributions, and are balanced by a variety of other sources and methods to evaluate teaching.
- When Students Answer Back, Mary Beard
- Student Evaluations of Teaching (Mostly) Do Not Measure Teaching Effectiveness (2016), Philip Stark, Anne Boring & Kellie Ottoboni; Students' Gender Bias in Teaching Evaluations, Narissra Punyanunt-Carter and Stacy L Carter
- Who Really Failed?, Scott Jaschik Teaching Evaluations and Bias, Carolina Women’s Center
- Observations on the Folly of Using Student Evaluations of College Teaching for Faculty Evaluation, Pay, and Retention Decisions and Its Implications for Academic Freedom, William Arthur Wines, Terence J. Lau
But the biggest limitation of annual reviews—and, we have observed, the main reason more and more companies are dropping them—is this: With their heavy emphasis on financial rewards and punishments and their end-of-year structure, they hold people accountable for past behavior at the expense of improving current performance and grooming talent for the future, both of which are critical for organizations’ long-term survival. In contrast, regular conversations about performance and development change the focus to building the workforce your organization needs to be competitive both today and years from now. Business researcher Josh Bersin estimates that about 70% of multinational companies are moving toward this model, even if they haven’t arrived quite yet.”
- See also, Accenture, Adobe, Deloitte, IBM for the replacement of annual “rank and yank” performance reviews with goal-driven conversations and coaching
- Similarly, Cornell, OECD, Pennsylvania Vanderbilt and others have developed standards for faculty evaluation featuring classroom visits and a collegial conversation, interviews, a teaching portfolio, and cooperative feedback to the end of institutional AND faculty development
- Highly trained, respected and free: why Finland's teachers are different, David Crouch