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In general, research has found student evaluations of teaching to be a valid and reliable means to evaluate instruction. However, it is necessarily true that student evaluations reflect the students' perceptions and points-of-view. Therefore, it is important to view course evaluations as just one measure of teaching effectiveness-a set of data that can be used alongside peer evaluation of teaching, instructor self-evaluation, and other measures.

A new study shows that students learn much better through an active, iterative process that involves working through their misconceptions with fellow students and getting immediate feedback from the instructor.