Abstract:

Student evaluations of teaching (SET), while a sensitive issue [1-2], have owned their right in Higher Education (HE). Quality of education is no longer an exclusive matter of educational authorities and professional managers [3], with focus shifting to the student, what is learned and what works in teaching and learning. In this regard, learning outcomes lay at the heart of quality evaluations and student feedback has been establishing as a central source of information [4-5].

SET commonly take the form of Likert type anonymous questionnaires, that students reply to at the end of a curricular unit [2]. While these provide valuable information on teaching and learning, they lack the formative input that could clarify students' responses and address areas for improvement. Open ended questions may tackle these aspects, but challenges remain, leaving the teacher with little to no information about the reasons behind students’ perspectives and how to address them [2]. On the other hand, actions taken seldom improve the experience in real time, benefiting only prospective students. Caution is also necessary to avoid conflating quality with student satisfaction.

This paper discusses methodologies to innovate SET, with the aim to contribute to a “thinking together culture” around quality teaching [2]. Based on a literature review and anecdotal evidence, a design for a methodology to collect students feedback for formative purposes, using a digital mural to facilitate discussions, is proposed, as well as a design for a pilot study. The study aims to evaluate the methodology’s potential to include student centered concerns in evaluations of teaching and learning that lead to de facto actions for improvement.

Taking advantage of the possibility to collect anonimous feedback that is shared, in real time, before an entire class, this methodology is expected to motivate students to express opinions and debate them with teachers. It aims to provide timely and significative qualitative feedback, allowing students and teachers to collaborate in finding pathways for improvements, on an ongoing basis. Continuous SET is expected to contribute to improve teaching practices in a timely fashion, reaching students where and when they need them.

The introduction of the paper briefly presents the topic and the relevance of developing knowledge on SET. The theoretical background presents a literature review, debating main concepts and identifying knowledge gaps. The methodology presents the approach to SET proposed and describes the design of the study. The paper ends with a reflection on expected contributions to de facto improvements of teaching and learning.

References:
[1] Ulker, N. (2021). How can student evaluations lead to improvement of teaching quality? A cross-national analysis. Research in Post-Compulsory Education, 26(1), 19–37
[2] Spooren, P. (2021). Improving the quality of teaching. Assessing and Enhancing Student Experience in Higher Education, 159–190
[3] Pigozzi, M. J. (2004). The 10 Dimensions of Quality in Education. UNESCO-IBE
[4] Steyn, C., Davies, C., & Sambo, A. (2019). Eliciting student feedback for course development: The application of a qualitative course evaluation tool among business research students. Assessment & Evaluation in Higher Education, 44(1), 11–24
[5] Zerihun, Z., Beishuizen, J., & Van Os, W. (2012). Student learning experience as indicator of teaching quality. Educational Assessment, Evaluation and Accountability, 24(2), 99–111

Keywords:

Student evaluations of teaching, Formative evaluation of teaching, Quality in higher education, Teaching and learning, Continuous course improvement.