Perhaps the principal problem with the discussion about whether the teaching excellence framework should learn lessons from the use of ratings in the school and healthcare sectors is that the initial premise seems to be that the introduction of such metrics has been beneficial (“TEF ‘must learn lessons from school and hospital ratings’”, 25 February). That is somewhat presumptuous. Inspection also does not guarantee any standard of quality, as teacher friends of mine have commented upon in the past. Advance warning, shifting curricula and the politicisation of the Office for Standards in Education are all things that might affect supposedly objective measurement. In many cases, universities are in an even worse position: teaching relies on shifting curricula and integrating research and contemporary work into it.