As established in Section 2 feedback can be obtained on any aspect of the teaching and learning experience. Understandably then, the focus of any given evaluation should reflect, and be appropriate to, the desired goals of the evaluation (Richardson, 2005).

Depending on these goals, the evaluation will focus on aspects deemed essential for quality education. Edström (2008) proposes a dual-pronged option, focusing on either teaching (incorporating the teacher as well as the teaching process) or learning (incorporating the learning process and learning outcome). Other researchers (Algozzine et al., 2004; Blackmore, 2009; Kember et al., 2002; Moore & Kuol, 2005) have also suggested a need to focus on student satisfaction.

The key points associated with these positions are illustrated below.

Back to 4.2 Continue to Section 4.4 Back To Section 4