Tools (predominantly questionnaires) that have traditionally been used to gather student feedback have similar characteristics. Sproule (2000) lists these as including:

• open- and closed-ended questions about content and teaching effectiveness

• at least one item addresses "overall" effectiveness

• written comments about the content and effectiveness of the lecturer

• assurances of anonymity of responses

• administration at the end of term in the absence of the instructor

• summarisation of scale responses across instructors/departments as evidence of "teaching effectiveness"

• largely ignoring differences related to students (e.g. stage), course (e.g. core/elective), and instructor (e.g. novice/experienced) analysis and reporting of "effectiveness"

Back to 4.4 Continue to Section 4.4.2 Back To Section 4