Section 2.5.3 Tutor Attitudes to Student Involvement in SET

Section 2.5.3 Tutor Attitudes to Student Involvement in SET

Section 2.5.3 Tutor Attitudes to Student Involvement in SET

Activity 2.5.3

Attitudes of lecturers to the use of student ratings are mixed and well charted in literature (see Beran and Rokosh, 2009 for a good overview). Several reasons are provided in the top half of the table below.

Spaces are left for the addition of further reasons for positive or negative attitudes, and also for steps that may be taken to address or minimise the negative issues or build on the positive.



Positive attitude/ Reason for positive attitude Ways to develop or build upon
General usefulness for lecturers
Potential value for development
Beneficial and often easy to administer
Can be used as evidence of quality teaching


Negative attitude/ Reason for negative attitude Ways to address or minimise
Sceptical about use in personnel decisions
Problem with dissemination or publication of results
Method of legitimising surveillance that promotes fear and self-doubt
Questions over ability of tool to quantify and accurately evaluate teaching


Resources

Beran, T. N., & Rokosh, J. L. (2009). Instructors’ perspectives on the utility of student ratings of instruction. Instructional Science, 37(2), 171-184.


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