If you build it will they come?; Exploring the student perspective of weekly student evaluations of teaching

Winchester, Maxwell; Winchester, Tiffany M.

doi:10.1080/02602938.2011.563278

Cited by 16 publications

(9 citation statements)

References 34 publications

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“…Moreover, it is argued that students may not be able to make objective judgements about the teaching that takes place in a classroom. For example, Winchester and Winchester (2012) explored the effectiveness of student qualitative appraisal in a UK university by interviewing 7 out of 192 students (5 from UK, 2 from China). Students were asked to provide formative feedback on teaching via the Moodle website on a weekly basis.…”

Section: Student Appraisal Of Teachingmentioning

confidence: 99%

Academics’ feedback on the quality of appraisal evidence

Nair

Cai

2015

Quality Assurance in Education

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Purpose – This paper aims to explore academics’ perspectives on the quality of appraisal evidence at a Chinese university. Design/methodology/approach – An online survey with both closed items and open-ended questions was distributed among all academics at the university (n = 1,538). A total of 512 responded to the questionnaire. The closed items were initially analysed using EXCEL and SPSS; the open-ended questions were thematically analysed. Findings – The academics believed that the quality of student survey and peer observation of teaching were affected by subjectivity and the lack of understanding of appraisal. Academics also suggested that appraisals should be contextualised and the approach standardised. The study suggests the need for training that informs and engages relevant stakeholders to ensure the rigour of appraisal. Originality/value – The study raises the issue of quality assurance regarding appraisal data from the perspective of academics. It is based on the collaborative effort of academics in Australia, China and New Zealand, with the support of the management staff at the case study university. The study informs both appraisers and academics of quality assurance issues in appraisal. It also contributes to the literature, in that it initiates dialogues between communities of practices through collective questioning on the quality and mechanisms of appraisal in tertiary education.

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Section: Student Appraisal Of Teachingmentioning

confidence: 99%

Academics’ feedback on the quality of appraisal evidence

Nair

Cai

2015

Quality Assurance in Education

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“…This kind of information is seen as extremely important and plays a significant role in quality assurance processes (Leckey & Neill, 2001). However, end-of-course module evaluations risk a loss in meaningful input into module design due to decreased motivation to correctly fill in such evaluation forms (Winchester & Winchester, 2012). This may be exemplified by recent student evaluations of the research methods module that will be evaluated in the study to follow.…”

Section: Making Use Of the Student Voicementioning

confidence: 99%

“…Most university courses make use of some form of student evaluation to assess satisfaction with course contents, teaching quality and their overall experience (Winchester & Winchester, 2012). This kind of information is seen as extremely important and plays a significant role in quality assurance processes (Leckey & Neill, 2001).…”

Section: Making Use Of the Student Voicementioning

confidence: 99%

From Research Methods to Methodical Researcher: Making Use of the Student Voice Towards a More Comprehensive Module Evaluation

Hast

2014

JET

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It is not uncommon for undergraduate students to feel aversion towards research methods teaching. This does not change the fact that research methods play a key role in their education. Targeting module design is imperative to ensure success. However, end-of-module student evaluations may provide a false sense of security regarding satisfaction and learnt knowledge. In order to approach module design more effectively it may instead be necessary to view module evaluations from a delayed perspective. The present study addressed student perceptions of a second year social science research methods module and the related final year dissertation module, thereby offering two perspectives on research methods. Both preand post-dissertation students participated in a survey evaluating their theoretical and practical knowledge as well as issues surrounding confidence in carrying out independent research. The key findings demonstrate that end-of-module evaluations do appear to give good insight into research methods teaching but that post-dissertation students provided critical input that could not be gained from end-of-module evaluations alone. As a whole, the findings demonstrate that making more comprehensive use of different student perspectives may be essential to ensuring appropriate teaching design and, as a result, student satisfaction and success as independent researchers.

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“…In the vast literature on student evaluations, researchers have proposed numerous alternatives to written end-of-the-term student evaluations such as, but not limited to, daily self-assessments (Fontana and Fernandes 1994), focus groups, student diaries, student representation on teaching evaluation committees (Keane and Mac Labhrainn 2005), and weekly online evaluations (Winchester and Winchester 2001). Some types of student evaluations have been empirically examined.…”

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confidence: 99%

Exit cards: creating a dialogue for continuous evaluation

Patka

Wallin-Ruschman

Wallace

et al. 2016

Teaching in Higher Education

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This study explored the use of Exit Cards, which are formative evaluations of student knowledge and instruction undertaken at every class meeting. Its results are based on Exit Card data from two undergraduate research methods courses. Thematic analysis indicated that students used Exit Cards to communicate (1) what they learned, (2) challenges with course material, (3) experiences with peers, (4) requests for help, (5) challenges with coping, and (6) successes. While the present study is an initial exploration of the use of Exit Cards, it contributes to knowledge on the utilization of informal formative assessments. ARTICLE HISTORY

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If you build it will they come?; Exploring the student perspective of weekly student evaluations of teaching

Cited by 16 publications

References 34 publications

Academics’ feedback on the quality of appraisal evidence

Academics’ feedback on the quality of appraisal evidence

From Research Methods to Methodical Researcher: Making Use of the Student Voice Towards a More Comprehensive Module Evaluation

Exit cards: creating a dialogue for continuous evaluation

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