From performativity to professionalism: lecturers’ responses to student feedback

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Sexism, racism, prejudice, and bias: a literature review and synthesis of research surrounding student evaluations of courses and teaching (2021, background): “…feedback so as to not be concerned with potential repercussions from academics, and this data informs the faculty and administrators of students’ perspectives concerning the course and teacher (Arthur 2009; Shah and nair 2012; Jones, gaffneyrhys, and Jones 2014; Boring, Ottoboni, and Stark 2016).”
On the Validity of Student Evaluation of Teaching (2013, background): “…SET is obviously used for formative purposes (e.g., as feedback for the improvement of teaching) as well as for summative purposes (e.g., mapping teaching competence for administrative decision-making and institutional audits; Arthur, 2009; Burden, 2008; Edström, 2008; Emery, Kramer, & Tian, 2003).”