Abstract:

The origins of student evaluations of teaching (SETs) were formative, yet they are now often used by decision-makers for summative purposes, such as when deciding who promote or rehire. Popular but ineffective teachers frequently receive positive evaluations on SETs while some effective teachers receive negative evaluations.

This presentation shows how a service quality model can be applied by frontline teachers to improve student satisfaction and increase SET scores. This is achieved using a service quality model based on the ground-breaking work of service quality gurus Berry and Parasuraman. The model of service quality for language teachers focuses on meeting and exceeding expectations to create a higher degree of satisfaction, termed delight. Key concepts within this model to impact student views of teaching quality include increasing service reliability and capitalizing on service recovery.

The underpinning theory for the model draws on expectation theory and motivation theories. Improvements in student satisfaction, however, do not necessarily correlate with improvements in teaching ability and amount of learning. The main focus of the model is to align expectations before attempting to meet or exceed them. Exceeding the low expectations of students results in high degrees of satisfaction, while meeting the high expectations of students may not result in satisfaction. Once expectations have been addressed, a key priority is to ameliorate dissatisfiers, and then concentrate on the drivers of satisfaction. The drivers that cause satisfaction and dissatisfiers stopping satisfaction need to be identified. Potential drivers and dissatisfiers could include the grade awarded, difficulty of class, burden of homework, fun, feedback on performance and class content.

Case studies of the application of the service quality model will be shared. These case studies include university educators in Hong Kong and Japan, and private-sector language teachers in Thailand. All ten participants were referred by their line manager due to low SET scores. In all cases, contract renewal was at risk. The standard procedure was to observe lessons and then discuss choices made with reference to the service quality model. Most participants were observed twice. Clear guidelines are given to show how the model can be operationalized. All participants improved their SET scores and had their contracts renewed.

This presentation concludes with practical suggestions on how teachers can increase student satisfaction by meeting and exceeding the expectations of students. The primary focus is on improving SET scores by improving the process of teaching and learning. However, non-pedagogic means of increasing SET scores, such as the well-researched ploy to grade leniently and hope for reciprocity, will also be shared.

Keywords:

Student evaluations of teaching, teacher development, student satisfaction.