Abstract:

This paper investigates the impact of Evaluate, an in-class electronic collection of Student Evaluation of Teaching (SET) data, that was introduced across a large UK university in 2014. It focuses on how Evaluate has enhanced the data provided to teachers and managers. Key features include immediate access to data and provision of mean and aggregate scores for individuals, schools and faculties. The results of this study showed a lower response rate for Evaluate compared to paper-based questionnaires, although this difference was small and the Evaluate response rate increased each year from 2014/15 onwards. Mean scores dropped initially but rapidly returned to a level similar to those with paper-based questionnaires. There was a significant difference between schools in the response rates achieved indicating that practice varies in terms of how Evaluate is used and promoted. The number of student responses and number of surveys completed increased by over a third with Evaluate compared to paper. A large number of written comments have been received which are now available to managers as well as teachers. Feedback from managers shows strong support for the enhanced data provided, but further improvements in both functionality and use are needed. Evaluate has transformed the processing and speed of release of results as well as improving the comparative data provided.

Keywords:

Electronic surveys, student evaluation, in-class collection, feedback for teachers and managers.