Student evaluation of teaching: Keeping in touch with reality

Student evaluation of teaching is commonplace in many universities and may be the predominant input into the performance evaluation of staff and organisational units. This article used publicly available student evaluation of teaching data to present examples of where institutional responses to eval...

Full description

Saved in:
Bibliographic Details
Published in:Quality in higher education 2012-11, Vol.18 (3), p.297-311
Main Author: Palmer, Stuart
Format: Article
Language:English
Subjects:
Academic staff development
Ausland
Australien
College students
Data Analysis
Data Interpretation
Deakin University
Educational Quality
Evaluation Methods
Evaluation Problems
Evaluation Research
Evaluation Utilization
Higher education
Hochschule
Institutional Characteristics
Instructional improvement
Lehre
Performance Factors
Quality of education
Questionnaires
Student
Student Evaluation of Teacher Performance
student evaluation of teaching
Student surveys
Studentenschaft
Studienverhalten
Studium
Teacher Effectiveness
Teacher evaluations
Teacher improvement
Teaching
teaching and learning quality improvement
Teaching effectiveness
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Student evaluation of teaching is commonplace in many universities and may be the predominant input into the performance evaluation of staff and organisational units. This article used publicly available student evaluation of teaching data to present examples of where institutional responses to evaluation processes appeared to be educationally ineffective and where the pursuit of the 'right' student evaluation results appears to have been mistakenly equated with the aim of improved teaching and learning. If the vast resources devoted to student evaluation of teaching are to be effective, then the data produced by student evaluation systems must lead to real and sustainable improvements in teaching quality and student learning, rather than becoming an end in itself. (HRK / Abstract übernommen).
ISSN:1353-8322
1470-1081
1470-1081
DOI:10.1080/13538322.2012.730336