Grades, Class Size, and Faculty Status Predict Teaching Evaluations

S tudent evaluations of teaching are widely believed to play a significant role in many decisions regarding faculty salaries, promotion, and tenure. This role may be expanding due to such pressures as competition among schools for students, the rise of student consumerism, competition for scarce faculty positions, and increasing concern with improvement of instruction (Gross and Small, 1979: 216). One rationale for giving importance to evaluations stems from market considerations: If the students are getting what they want (as reflected in evaluations), this may help keep up enrollments. A second rationale is closer to educational ideals: Student evaluations are valid indicators of instruction quality, and high-quality instruction facilitates learning and intellectual growth. These two rationales are not exclusive, and the second could perhaps be used to defend