Student feedback: A learning and teaching performance indicator

Shelley Kinash, Vishen Naidu, Diana Knight, Madelaine Marie Judd, Chenicheri Sid Nair, Sara Booth, Julie Fleming, Elizabeth Santhanam, Beatrice Tucker, Marian Tulloch

Research output: Contribution to journalArticleResearchpeer-review

4 Citations (Scopus)

Abstract

Purpose – The paper aims to disseminate solutions to common problems in student evaluation processes. It proposes that student evaluation can be applied to quality assurance and improving learning and teaching. The paper presents solutions in the areas of: presenting outcomes as performance indicators, constructing appropriate surveys, improving response rates, reporting student feedback to students and student engagement as a feature of university quality assurance. Design/methodology/approach – The research approach of this paper is comparative case study, allowing in-depth exploration of multiple perspectives and practices at seven Australian universities. Process and outcome data were rigorously collected, analysed, compared and contrasted. Findings – The paper provides empirical evidence for student evaluation as an instrument of learning and teaching data analysis for quality improvement. It suggests that collecting data about student engagement and the student experience will yield more useful data about student learning. Furthermore, findings indicate that students benefit from more authentic inclusion in the evaluation process and outcomes. Research limitations/implications – Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to test the proposed propositions further and apply to their own university contexts. Practical implications – The paper includes recommendations at the institution- and sector-wide levels to effectively use student evaluation as a university performance indicator and as a tool of change. Originality/value – This paper fulfils an identified need to examine student evaluation processes across institutions and focuses on the role of student evaluation in quality assurance.

Original languageEnglish
Pages (from-to)410-428
Number of pages19
JournalQuality Assurance in Education
Volume23
Issue number4
DOIs
Publication statusPublished - 7 Sep 2015

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Teaching
learning
performance
student
evaluation
quality assurance
university
research approach
teaching analysis
research results
data analysis
inclusion
lack
methodology
evidence
Values
experience

Cite this

Kinash, S., Naidu, V., Knight, D., Judd, M. M., Nair, C. S., Booth, S., ... Tulloch, M. (2015). Student feedback: A learning and teaching performance indicator. Quality Assurance in Education, 23(4), 410-428. https://doi.org/10.1108/QAE-10-2013-0042
Kinash, Shelley ; Naidu, Vishen ; Knight, Diana ; Judd, Madelaine Marie ; Nair, Chenicheri Sid ; Booth, Sara ; Fleming, Julie ; Santhanam, Elizabeth ; Tucker, Beatrice ; Tulloch, Marian. / Student feedback : A learning and teaching performance indicator. In: Quality Assurance in Education. 2015 ; Vol. 23, No. 4. pp. 410-428.
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Kinash, S, Naidu, V, Knight, D, Judd, MM, Nair, CS, Booth, S, Fleming, J, Santhanam, E, Tucker, B & Tulloch, M 2015, 'Student feedback: A learning and teaching performance indicator' Quality Assurance in Education, vol. 23, no. 4, pp. 410-428. https://doi.org/10.1108/QAE-10-2013-0042

Student feedback : A learning and teaching performance indicator. / Kinash, Shelley; Naidu, Vishen; Knight, Diana; Judd, Madelaine Marie; Nair, Chenicheri Sid; Booth, Sara; Fleming, Julie; Santhanam, Elizabeth; Tucker, Beatrice; Tulloch, Marian.

In: Quality Assurance in Education, Vol. 23, No. 4, 07.09.2015, p. 410-428.

Research output: Contribution to journalArticleResearchpeer-review

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AU - Tucker, Beatrice

AU - Tulloch, Marian

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AB - Purpose – The paper aims to disseminate solutions to common problems in student evaluation processes. It proposes that student evaluation can be applied to quality assurance and improving learning and teaching. The paper presents solutions in the areas of: presenting outcomes as performance indicators, constructing appropriate surveys, improving response rates, reporting student feedback to students and student engagement as a feature of university quality assurance. Design/methodology/approach – The research approach of this paper is comparative case study, allowing in-depth exploration of multiple perspectives and practices at seven Australian universities. Process and outcome data were rigorously collected, analysed, compared and contrasted. Findings – The paper provides empirical evidence for student evaluation as an instrument of learning and teaching data analysis for quality improvement. It suggests that collecting data about student engagement and the student experience will yield more useful data about student learning. Furthermore, findings indicate that students benefit from more authentic inclusion in the evaluation process and outcomes. Research limitations/implications – Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to test the proposed propositions further and apply to their own university contexts. Practical implications – The paper includes recommendations at the institution- and sector-wide levels to effectively use student evaluation as a university performance indicator and as a tool of change. Originality/value – This paper fulfils an identified need to examine student evaluation processes across institutions and focuses on the role of student evaluation in quality assurance.

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JF - Quality Assurance in Education

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Kinash S, Naidu V, Knight D, Judd MM, Nair CS, Booth S et al. Student feedback: A learning and teaching performance indicator. Quality Assurance in Education. 2015 Sep 7;23(4):410-428. https://doi.org/10.1108/QAE-10-2013-0042