A new article by Indiana University sociologist Fabio Rojas for the James G. Martin Center summarizes the state of the scholarship on the relationship between student course evaluations and course quality as defined by student learning. Like learning outcomes assessment, using student evaluations as a measure of course quality has an intuitive, common-sense appeal. However, like assessment, that intuitive appeal is not supported by evidence.
Although a few early studies found a link between learning and positive course evaluations, multiple studies in last decade have disputed those early results.
In terms of evaluating the value of student evaluations of teachers, the issue appears to be settled. Student evaluations are not a good way to measure learning, Uttl et al. argued in 2017. If one believes that evidence should be used to guide policy, the verdict is clear: abolish student evaluations.
A similar statement could be applied to the assessment component of the accountability project. So far, though, it seems to have fallen on deaf ears.