Kinash, Shelley and Knight, Diana and Hives, Lauren (2011) Student perspective on electronic evaluation of teaching. Studies in Learning Evaluation Innovation and Development, 8 (1). pp. 86-97.
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Abstract
Research indicates that administering university student evaluation of teaching electronically rather than via paper-based surveys increases the quality and timeliness of the feedback thereby making a stronger contribution to teaching and learning enhancement. The documented drawback of electronic student evaluation is the response rate, which
is significantly lower than paper-based surveys. This study documents a pilot project whereby electronic student evaluation of teaching was administered for one semester in units of study in three of four of the University’s faculties. The outcomes confirmed similar studies’ results. Whereas most studies are written from the academic and/or
administrator point of view, the unique contribution of this study, coauthored by a graduate student, is that students were asked to evaluate the evaluation through an online forum, focus groups, and through the student association. The feedback conveyed a clear and consistent message that students prefer electronic student evaluation of teaching
because of enhanced anonymity and convenience and less time pressure.
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Statistics for this ePrint Item |
| Item Type: | Article (Commonwealth Reporting Category C) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Additional Information: | Published version made available under Open Access. |
| Faculty/School / Institute/Centre: | No Faculty |
| Faculty/School / Institute/Centre: | No Faculty |
| Date Deposited: | 17 Aug 2017 23:24 |
| Last Modified: | 21 Aug 2017 01:52 |
| Uncontrolled Keywords: | student feedback; student evaluation; surveys |
| Fields of Research (2008): | 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators |
| Fields of Research (2020): | 39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators |
| URI: | http://eprints.usq.edu.au/id/eprint/32981 |
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