Linking student evaluations to institutional goals : a change story

Palermo, Josephine 2011, Linking student evaluations to institutional goals : a change story, Assessment & evaluation in higher education, vol. 38, no. 2, iFirst Article, pp. 211-223, doi: 10.1080/02602938.2011.618880.

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Title Linking student evaluations to institutional goals : a change story
Author(s) Palermo, Josephine
Journal name Assessment & evaluation in higher education
Volume number 38
Issue number 2
Season iFirst Article
Start page 211
End page 223
Publisher Routledge Taylor & Francis Group
Place of publication Abingdon, England
Publication date 2011
ISSN 0260-2938
Keyword(s) student evaluations
higher education
change models
Summary For the past 30 years, beginning with the seminal work of Herbert Marsh in Australia and New Zealand, institutions of higher education have developed internal practices and procedures to collect and analyse student evaluations of teaching and learning. However, the question remains: has this development resulted in the achievement of institutional goals that maximise learning across all teaching contexts? As is the case in many other countries, a recent review of Australian national student evaluation data failed to conclude that student evaluations have improved overall teaching. However, these data have made student perceptions of teaching and learning more salient in the minds of tertiary educators. Certainly, teaching staff are aware of the impacts of student evaluations on informed decision-making, such as the continuation or discontinuation of courses, and on their promotion processes. This paper will review student evaluation practices according to criteria used in change theories, such as the transtheoretical change model (TTM). TTM construes organisational change as a process involving progress through a series of five stages: precontemplation, contemplation, preparation, action and maintenance. This paper will focus on organisational and behavioural outcomes that can be linked to the use of student data. It will recommend strategies for better aligning evaluation results to the stages of change.
Language eng
DOI 10.1080/02602938.2011.618880
Field of Research 170199 Psychology not elsewhere classified
Socio Economic Objective 930501 Education and Training Systems Policies and Development
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2011, Taylor & Francis
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