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Standardised module evaluation surveys in UK higher education: Establishing students’ perspectives

Wiley, Christopher (2019) Standardised module evaluation surveys in UK higher education: Establishing students’ perspectives Studies in Educational Evaluation, 61. pp. 55-65.

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Wiley, Christopher (2019). Standardised module evaluation surveys in UK higher education - Establishing students’ perspectives.pdf - Accepted version Manuscript
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Abstract

Standardised module evaluation surveys have recently been implemented or extensively redesigned at many different HEIs across the UK in response to an evolving national context, notwithstanding a body of scholarship that has called student evaluation of teaching (SET) into question. Through a focussed single-institution study, this mixed-methods research fills a notable gap in the current literature in establishing students’ perspectives on standardised module evaluation by means of a paper-based questionnaire. Its participants (N=40) recognised some general advantages of a university-wide system, such as facilitating comparison between different modules; but they also acknowledged several shortcomings relating to its lack of sensitivity to individual module contexts and schedules, yielding the overall view that standardised surveys are only partially effective as a means of teaching evaluation. The conclusion considers the wider implications of these distinctive findings, and suggests that the perceived limitations of SET point to the need to triangulate its results with data obtained through alternative evaluation mechanisms.

Item Type: Article
Divisions : Faculty of Arts and Social Sciences > Department of Music and Media
Authors :
NameEmailORCID
Wiley, Christopherc.wiley@surrey.ac.uk
Date : 8 March 2019
DOI : 10.1016/j.stueduc.2019.02.004
Copyright Disclaimer : © 2019. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/
Uncontrolled Keywords : Higher education; Student evaluation of teaching (SET); Module evaluation; Teaching enhancement; Teaching recognition; Students’perspectives
Depositing User : Clive Harris
Date Deposited : 10 Apr 2019 08:38
Last Modified : 10 Apr 2019 08:38
URI: http://epubs.surrey.ac.uk/id/eprint/851039

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