Despite the wide range of methods available for gathering data questionnaires remain the predominant method of choice (Smith & Welicker-Pollak, 2008), in UK universities and those across the globe (Brennan & Williams, 2004; Chen & Howshower, 2003; Saroyan & Amundsen, 2001). The prevalence of questionnaires in SET is such that for many the terms ‘student ratings of teaching’ or ‘student evaluation of teaching’ have become synonymous with data collection via questionnaire (Huxman, Laybourn, Cairncross, Gray, Brown, Goldfinch, & Earl, 2008)

In many universities a uniform ‘generic’ feedback survey is often used across the institution to measure each aspect of students’ learning experience, to monitor modules and academics, and to provide more objective indicators of teaching quality (Blackmore, 2009).

The controversy over their use stems from the fact that, for many, they have become the de facto means of data collection, even for developmental or formative purposes for which they were not intended. Furthermore, surveys do not allow students to discuss, explain, justify, or clarify their views and devalue the subjective input of the individual (Johnson, 2000).

Back to 4.6 Continue to Section 4.6.2 Back To Section 4