Section 2.5.1 Need for Active Engagement

Section 2.5.1 Need for Active Engagement

Section 2.5.1 Need for Active Engagement

The need for engagement can be viewed from two perspectives.


The first is more summative – since SET data is often the sole or the main source of information on teaching quality and effectiveness in many institutions (Kwan, 1999) their active involvement in the process is essential.


The second is more formative – as Smith (2003) states the potential for professional development lies in the lecturer’s ability to learn about their own teaching from their students. Consequently, as one half of a symbiotic relationship students, and their feedback and perceptions of teaching, should play a role in improving the quality of education (Zabaleta, 2007).


Either way, the success of student evaluation systems is heavily dependent on students’ ‘active participation and meaningful input’ (Chen & Hoshower, 1998). According to Solis (2003) there is very little data to suggest that this is happening.


From the students perspective, they have consistently reported having little knowledge of the process following completion of the survey, or of the purpose of SET in general (Balam & Shannon, 2010), and expressed scepticism and concern about the impact and benefit of engaging in SET (Lindbo, 2005; Schmelkin, 2002; Sojka, Gupta and Deeter-Schmeiz, 2002).


Furthermore, given that within UCD each student is required to complete the Student Feedback on modules Survey for each module they complete, this equates to approximately 6 per semester or 12 per year, and a total of 36 to 50 depending on the duration of the programmes and modules taken.


Activity 2.5.1


What was the participation rate for your last SET (either in-class or end of term survey)?

What did you do to promote participation?


What steps could be taken to increase engagement for both in-class formative and end of term SFM methods?

Submit your answers


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