Fatima Hendricks, OTD, MBA, MS, MA ITEP, OTR/L; Asia Clark, BHS, COTA/L, MOT student; Michaele Singleton, BA, MOT student; Marina Mishin, BS, MOT student; Marissa Epps, BA, MOT student
Student evaluations of teaching (SETs) are the primary source for evaluating teaching effectiveness and are used for deciding tenure and promotion. However, as efforts to engage in a decolonial critique of higher education amplify, the use of SETs in teaching and learning requires scrutiny. A narrative review was used to address the research question of SET biases in decolonial praxis and what insights may be useful for OT decolonial praxis. We identify and describe two content areas: (a) SET biases and (b) recommendations for alternatives promoting OT decolonial praxis. A total of 92 articles were sourced from five databases. Of the 92 articles, 44 met the inclusion criteria: peer-reviewed across disciplines, written in English, research conducted in the US, and published between 2011–2021. SETs scores are affected by factors beyond the influence of the instructor. Twenty-nine factors contributing to SETs biases were grouped into three main categories: SETs biases against instructors, other biases from students, and SETs biases in processes. Alternative methodological approaches are highlighted that may mitigate the identified biases for application in decolonial praxis in OT higher education.
Hendricks, F., Singleton, M., Clark, A., Mishin, M., & Epps, M. (2023). A Narrative Review of Student Evaluations of Teaching in Decolonial Praxis: Implications for Occupational Therapy Higher Education. The Open Journal of Occupational Therapy, 11(1), 1-16. https://doi.org/10.15453/2168-6408.1969