“Students are not good judges of whether or not they have learned a lot. Or at least—when they’re asked how effective the instructor is, they’re answering some other question, no matter what they intend to do,” says Stark, a prominent critic of how student evaluations are used in academia. “We shouldn’t rely on student evaluations to measure teaching effectiveness. And if we do, not only are we not measuring teaching effectiveness, but we’re disadvantaging women.”