September 25, 2025Open Access

Student Evaluations of Teaching Fail to Predict Learning: Meta-Analysis of Bias, Grade Inflation, and Incentive Distortion in Higher Education

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Authors

SSSixbert SangwaThe Open University of Japan SNSimeon NsabiyumvaUniversity of Rwanda

Discussion

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Implication

Meta-analysis reveals student evaluations of teaching do not predict learning outcomes, highlighting potential bias and grade inflation in higher education.

Key Points

The random-effects correlation between student evaluations of teaching (SETs) and learning performance is negligible at r = 0.04, indicating poor predictive value.
Departments tying contract renewals to SET scores experienced a GPA increase of 0.27, suggesting significant grade inflation linked to evaluation pressure.
Evidence of bias against female and racially minoritized faculty appeared in nearly 39% of evaluation items, raising concerns about measurement fairness.
High SET averages do not correlate with improved alumni career readiness or employer satisfaction, undermining their purported value in assessing teaching effectiveness.

Cite This Study

Sangwa et al. (2025) studied this question.

synapsesocial.com/papers/68d5bd72dc445aa9033b0e36 https://doi.org/10.20944/preprints202509.1763.v1

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Implication

Meta-analysis reveals student evaluations of teaching do not predict learning outcomes, highlighting potential bias and grade inflation in higher education.

Student Evaluations of Teaching Fail to Predict Learning: Meta-Analysis of Bias, Grade Inflation, and Incentive Distortion in Higher Education

Discussion

Member takes

Implication

Key Points

Cite This Study

Student Evaluations of Teaching Fail to Predict Learning: Meta-Analysis of Bias, Grade Inflation, and Incentive Distortion in Higher Education

Discussion

Member takes

Implication

Key Points

Cite This Study

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