Section 6.5.3 Data Use

Section 6.5.3 Data Use

Section 6.5.3 Data Use

As introduced in Sections 2 and 3 the purpose for conducting SET is the defining factor in structure, design, and data produced. The difficulty is that, particularly in European countries where the culture of evaluation is less entrenched than in their North American counterparts, the purpose of summative SET and the potential uses for the data are still an unknown quantity for many academics. Edström (2008) suggests this is the main reason for the disconnect between SET and course development.


This is linked to their conception of what they actually gain from engaging in the process. Palmer (2011) raises the question about the methodological and consequential validity, or the utility, of centralised, summative SET. How does it really contribute to the student, academic, or institution? It is presumed that the lack of a clear and readily available answer serves as a barrier for some lecturers.


The issue of ownership of feedback data and how it may be used is a recurring difficulty. Centrally gathered information, circulated without the academic’s consent, which is published and used to rate and rank is not an appealing or motivating factor for many.


Richardson (2005) discusses the proximity to ownership and the relationship this has with utility. It is suggested that lecturers may be less disposed to act on feedback that appears to be ‘divorced’ from the immediate context of teaching and learning.


Activity 6.5.3

Consider the issues identified as barriers in Activity 6.4.2. How does your list of potential obstacles compare to the points raised in this section?

Submit your answers


Back to 6.5.2 Continue to Section 6.6 Back To Section 6

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