Tuesday, July 27, 2010

TOEFL Essay - Students shouldn't evaluate

Q. Agree or disagree, schools should ask students to evaluate their teachers.

Each semester we evaluate our professors. Some of the questions lead to rather subjective answers, and evaluations function under the assumption that students have the power to be fair and impartial judges. I disagree that students should be asked to evaluate their professors, but not because they can't be trusted. Rather, there might be reprisals and because evaluations are moot.

Students sometimes fear authority. If we students hear enough that a flawless boss presents good reasons to obey, we might still vary in degree but widely we obey. Obviously, students shouldn't write because they are told to put pen to paper. I don't let things be just because some rock group says so. We should look before jumping off cliffs following others. I only jump in jump rope or if I get a prize. In this way, we see how evaluations work: the university needs assistance and this burden falls on free student labor. We should have the free life to reject such suggested workforce formats. If we are asked and required to evaluate, some students possibly will force answers just to be writing words while others are concentrating. We shouldn't concentrate merely because our peers concentrate.

Another reason I'm firmly against obligatory evaluating is because of this word, moot. If answers subjectivity varies, then my measly interpretations throw away. Insight isn't offered, only trends. In fact, because these professor reviews are averaged together and processed, they are over-processed. Nothing would be better than a sincere conversation with an authority figure about a certain professor that lasts half a day, but filling in bubbles on paper that will eventually scan through a machine lacks personality and precision. Who knows what these bubbles really signify. Since no one can read the implications of our subjectivity, it's better to ignore results and resist ineffectual evaluating systems.

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