A critical analysis of studentsʹ teacher ratings

Analysis of data obtained from 258 second-year undergraduate students revealed that sex differences are not associated with differences in studentsʹ teacher ratings. Significant differences in ratings were found to be associated with differences in academic performance and with differences in preference for anonymity when submitting ratings. These findings suggest that studentsʹ ratings of teaching performance suffer from significant validity problems and that such ‘performance indicators’ are likely to provide misleading information.