A rationale for the use of student evaluation of courses and teachers, and the functions such feedback can fulfil, are outlined. Attention is focused upon the way in which it might be used to improve the quality of teaching in higher education. The importance of an educational consultant, working with the lecturer to help him interpret and use the student-generated information, is stressed. A case study embodying these elements—student feedback, lecturer-student-advisor co-operation, and improved teaching techniques—is described, leading to the conclusion that such an approach offers one possible way of improving the standard of tertiary teaching.
References
1.
CentraJ. A.Two studies on the utility of student ratings for instructional improvement. (Student Instructional Report No. 2.) Princeton, N.J.: Educational Testing Service, 1972.
2.
CostinF.GreenoughW. T.MengesR. J.Student ratings of college teaching: reliability, validity, and usefulness. Review of Educational Research, 1971, 41, 511–535.
3.
DavisR. J.Secrets of master lecturers. Improving College and University Teaching, 1965, 13, 150–151.
4.
FalkB.LeeDow K.The Assessment of University Teaching. London: Society for Research into Higher Education, 1971.
5.
FloodPage C.Student Evaluation of Teaching: The American Experience. London: Society for Research into Higher Education, 1974.
6.
GageN. L.A method for “improving” teacher behavior. Journal of Teacher Education, 1963, 14, 261–266.
7.
HildebrandM.WilsonR. C.DienstE. R.Evaluating University Teaching. Berkeley, California: Centre for Research and Development in Higher Education, 1971.
8.
MarshH.FleinerH.ThomasC. S.Validity and usefulness of student evaluations of instructional quality. Journal of Educational Psychology, 1975, 67, 833–839.
9.
MillerM. T.Instructor attitudes toward, and their use of, student ratings of teachers. Journal of Educational Psychology, 1971, 62, 235–239.
10.
PambookianH. S.Feedback to instructors on their teaching to improve instruction. Paper presented at third international conference on Improving University Teaching. Newcastle-upon-Tyne, England: June, 1977.
11.
PayneD. A.HobbsA. M.The effect of college course evaluation feedback on instructor and student perceptions of instructional climate and effectiveness. Paper presented at fourth international conference on Improving University Teaching. Aachen, Germany: July, 1978.
12.
PowellL.Lecturing. London: Pitman, 1973.
13.
RamsdenP. The contribution of student feedback to staff development. In: EltonL.SimmondsK. (Eds.) Staff Development in Higher Education. Guildford, Surrey: Society for Research into Higher Education, 1977, 70–75.
14.
StantonH. E.Helping Students Learn: The Improvement of Higher Education. Washington, D.C.: University Press of America, 1978. (a).
15.
StantonH. E.Small group teaching in the lecture situation. Improving College and University Teaching, 1978, 26, 69–70. (a).
16.
SteeleJ. M.HouseE. R.KerinsT.An instrument for assessing instructional climate through low-inference student judgments. American Educational Research Journal, 1971, 8, 447–466.
17.
TuckmanB. W.OliverW. F.Effectiveness of feedback to teachers as a function of source. Journal of Educational Psychology, 1968, 59, 297–301.
