For some reason people love to include undergraduate student feedback in the teaching paragraph of their job letters, and that feedback usually looks like this (from an actual letter):
“Former students have consistently told me that I give helpful feedback on papers and in meetings about assignments,
Really? This is the best you can do?
This is called damning yourself with faint praise. If this is the best you can come up with for student feedback, then don’t include student feedback in your letter.
In point of fact, I do not endorse including student feedback in your job letter because I think that it’s generally seen as exceptionally self-serving. But when clients give me drafts that have a single student response that really stands out as original and compelling, I let it stay.
But claiming that you give helpful feedback does not qualify as original or compelling. Neither does going out of your way to claim that you stimulate informative class discussions.
These are both so weak as teaching achievements that the fact that you went out of your way to mention them does little but cast a wide doubt on your classroom abilities.
Again, I encourage you to simply describe your teaching in the teaching paragraph, and possibly include a single mean teaching evaluation score if you wish (I’m ambivalent about that as well, though—I don’t like to see numbers intrude on a good paragraph). But feedback from students is treacherous, because undergrads are usually painfully inarticulate, if not indifferent, and you don’t want your case resting on their faint and unfocused words.
[This applies to interviews too].