Dr. Deming was, among other things a professor. He found the evaluation of professors by students an unimportant (and often counterproductive measure) – used in some places for awards and performance appraisal. He said for such a measure to be useful it should survey students 20 years later to see which professors made a difference to the students. Here is an interesting paper that explored some of these ideas. Does Professor Quality Matter? Evidence from Random Assignment of Students to Professors by Scott E. Carrell, University of California, Davis and National Bureau of Economic Research; and James E. West, U.S. Air Force Academy:
Student evaluations are positively correlated with contemporaneous professor valueâ€added and negatively correlated with followâ€on student achievement. That is, students appear to reward higher grades in the introductory course but punish professors who increase deep learning (introductory course professor valueâ€added in followâ€on courses). Since many U.S. colleges and universities use student evaluations as a measurement of teaching quality for academic promotion and tenure decisions, this latter finding draws into question the value and accuracy of this practice.
These findings have broad implications for how students should be assessed and teacher quality measured.