Section 2.5.4 Student Vs Tutor attitudes to SET

Section 2.5.4 Student Vs Tutor attitudes to SET

Section 2.5.4 Student Vs Tutor attitudes to SET

It is perhaps unsurprising that differences have been found in the role and value of process SET between students and lecturers (Balam & Shannon, 2010). For example, students doubted that SET resulted in easier grading or significantly impacted on teaching or learning Sojka, Gupta and Deeter-Schmeiz (2002) while Sojka, Ashok, and Dawn (2002) conversely reported that lecturers were more likely to believe that SET ratings did influence in the teaching and learning experiences in their module.

A series of ‘myths’ about student evaluation of teaching were explored by Aleamoni (1987, 1999) and revisited by Balam and Shannon (2010).

2.5.4 student vs tutor attitudes (a3).png

2.5.4 student vs tutor attitudes (b3).png

2.5.4 student vs tutor attitudes (c3).png

2.5.4 student vs tutor attitudes (d3).png

Balam and Shannon reported that only two of the above statements received any degree of support/belief, though there were differences in the opinions of staff and students on several points.


Activity 2.5.4

Consider the myths listed. Before reading the paper, which two do you think received highest student ratings of support and why?

Do the results surprise you? What does this mean for your own evaluations?

Submit your answers

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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