TY - JOUR
T1 - Students evaluating teachers
T2 - Exploring the importance of faculty reaction to feedback on teaching
AU - Moore, Sarah
AU - Kuol, Nyiel
PY - 2005/1
Y1 - 2005/1
N2 - This study investigates university teachers' perceptions of and reaction to students' structured feedback on various aspects of their teaching. It begins by reviewing the literature on student evaluations of teaching and on the important issues associated with performance feedback in general. Using semi-structured qualitative data gathered from a group of lecturers who voluntarily participated in a formative student evaluation process at the University of Limerick, the researchers analyse the types of reactions and perceptions that this data reveals. Questions relating to the perceived accuracy, predictability and rationale for change are explored. Finally, the implications for the development or enhancement of student feedback systems are outlined and discussed.
AB - This study investigates university teachers' perceptions of and reaction to students' structured feedback on various aspects of their teaching. It begins by reviewing the literature on student evaluations of teaching and on the important issues associated with performance feedback in general. Using semi-structured qualitative data gathered from a group of lecturers who voluntarily participated in a formative student evaluation process at the University of Limerick, the researchers analyse the types of reactions and perceptions that this data reveals. Questions relating to the perceived accuracy, predictability and rationale for change are explored. Finally, the implications for the development or enhancement of student feedback systems are outlined and discussed.
UR - http://www.scopus.com/inward/record.url?scp=27944434954&partnerID=8YFLogxK
U2 - 10.1080/1356251052000305534
DO - 10.1080/1356251052000305534
M3 - Review article
AN - SCOPUS:27944434954
SN - 1356-2517
VL - 10
SP - 57
EP - 73
JO - Teaching in Higher Education
JF - Teaching in Higher Education
IS - 1
ER -