Abstract

Though student evaluation-of-instructor forms have improved instruction, such success paradoxically can impede meaningful change. The author examines the forms as “texts” from three perspectives: (1) the forms themselves, (2) their relationship to their authors, and (3) the “world” or milieu in which they exist. The paper suggests that the forms objectify students, reify knowledge, and place themselves beyond criticism. Further, they reinforce “banking” education and closed learning systems. The author suggests possibilities for progressive educational change.

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