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  3. Vol. 15 No. 1 (2017): Journal of Higher Education in Africa: Special Issue on Trends in Higher Education and Quality Assurance in East Africa
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Vol. 15 No. 1 (2017): Journal of Higher Education in Africa: Special Issue on Trends in Higher Education and Quality Assurance in East Africa

Issue Published : December 22, 2017

6 - Student Evaluation of Teaching: Bringing Principles into Practice

https://doi.org/10.57054/jhea.v15i1.1493
Tashmin Khamis
https://orcid.org/0000-0003-0767-7615
Geoff Tennant
https://orcid.org/0000-0001-7408-5762

Corresponding Author(s) : Tashmin Khamis

tashmin.khamis@aku.edu

Journal of Higher Education in Africa, Vol. 15 No. 1 (2017): Journal of Higher Education in Africa: Special Issue on Trends in Higher Education and Quality Assurance in East Africa
Article Published : January 11, 2022

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Abstract

Student evaluation of the teaching process is an important quality assurance tool with the potential to give data that can be used to inform the development of courses and guidance of instructors. They have become increasingly important in western countries over the last forty years or so as their results are also used for ‘high stakes’ purposes. This paper examines the background of student evaluations, including reasons – sometimes conflicting – for undertaking them, choice of question items, administration, and analysis and use of results. The design of the Student Evaluation of Teaching used at the Aga Khan University is described; it looks to capture the student voice in a meaningful, helpful and proportionate manner. Data from the pilot stage, which assessed the efficacy of student evaluation of teaching, are given along with pointers for future good practices.

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Khamis, T., & Tennant, G. (2022). 6 - Student Evaluation of Teaching: Bringing Principles into Practice. Journal of Higher Education in Africa, 15(1). https://doi.org/10.57054/jhea.v15i1.1493
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References
  1. Atkins, S., Yan, W., Meragia, E., Mahomed, H., Rosales-Klintz, S., Skinner, D., and Zwarenstein, M., 2016, ‘Student experiences of participating in five collaborative blended learning courses in Africa and Asia: a survey’, Global Health Action, No. 9,pp. 1–10.
  2. Batchelor, J. H., Miao, C., and McDaniel, M. A., 2013, ‘Extreme response style: a metaanalysis’, presented at the 28th Annual Conference of the Society for Industrial and Organizational Psychology, Houston. Available online at http://www.people.vcu.edu/~mamcdani/Publications/Batchelor,%20Miao%20&%20McDaniel%20%282013,%20April%29%20extreme%20responding.pdf.
  3. Chickering, A. W., and Gamson, Z. F., 1987, ‘Seven principles for good practice in undergraduate education’, American Association of Higher Education Bulletin,Vol. 39, No. 7, pp. 3–7.
  4. Emery, C. R., Kramer, T. R., and Tian, R. G., 2003, ‘Return to academic standards: a critique of student evaluations of teaching effectiveness’. Quality Assurance in Education, Vol. 11, No. 1, pp. 37–46.
  5. Gibbs, G., 2010, Dimensions of quality, York: Higher Education Academy.
  6. Gravestock, P., and Gregor-Greenleaf, E., 2008, Student Course Evaluations: Research, Models and Trends, Toronto: Higher Education Quality Council of Ontario.
  7. IUCEA, 2010, A Road Map to Quality: Handbook for Quality Assurance in Higher Education,Arusha: IUCEA.
  8. Morley, D., 2014, ‘Assessing the reliability of student evaluations of teaching: choosing the right coefficient’, Assessment & Evaluation in Higher Education, Vol. 39, No.2, pp. 127–139.
  9. Pickford, R., 2013, ‘Leadership of the National Student Survey for enhancement’, Quality Assurance in Education, Vol. 21, No. 4, pp. 344–358.
  10. QAA, 2012, Student Experience Research 2012 Part 1: Teaching and Learning, London:National Union of Students.
  11. QS Quacquarelli Symonds Limited, 2011, ‘QS Stars: Methodology Top Universities’.Available online at http://www.topuniversities.com/qs-stars/qs-stars-methodology.
  12. Shevlin, M., Banyard, P., Davies, M., and Griffiths, M., 2000,’The validity of student evaluation of teaching in higher education: love me, love my lectures?’, Assessment & Evaluation in Higher Education, Vol. 25, No. 4, pp. 397–405. Available online at https://doi.org/10.1080/713611436.
  13. Sumaedi, S., Bakti, G. M. Y., and Metasari, N., 2012, ‘An empirical study of state university students’ perceived service quality’, Quality Assurance in Education, Vol. 20, No. 2, pp. 164–183.
  14. Technical University of Kenya, 2015, ‘Student evaluation on course units and lecturers.Available online at http://tukenya.ac.ke/studentevaluation-course-units-andlecturers.
  15. Tennant, G. D., 2001, ‘The Model United Nations General Assembly Project’, Teaching Citizenship, No. 1,pp. 34–37.
  16. von Glaserfeld, E., ed., 1991, Radical Constructivism in Mathematics Education, Dordrecht: Kluwer Academic Publishers
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References


Atkins, S., Yan, W., Meragia, E., Mahomed, H., Rosales-Klintz, S., Skinner, D., and Zwarenstein, M., 2016, ‘Student experiences of participating in five collaborative blended learning courses in Africa and Asia: a survey’, Global Health Action, No. 9,pp. 1–10.

Batchelor, J. H., Miao, C., and McDaniel, M. A., 2013, ‘Extreme response style: a metaanalysis’, presented at the 28th Annual Conference of the Society for Industrial and Organizational Psychology, Houston. Available online at http://www.people.vcu.edu/~mamcdani/Publications/Batchelor,%20Miao%20&%20McDaniel%20%282013,%20April%29%20extreme%20responding.pdf.

Chickering, A. W., and Gamson, Z. F., 1987, ‘Seven principles for good practice in undergraduate education’, American Association of Higher Education Bulletin,Vol. 39, No. 7, pp. 3–7.

Emery, C. R., Kramer, T. R., and Tian, R. G., 2003, ‘Return to academic standards: a critique of student evaluations of teaching effectiveness’. Quality Assurance in Education, Vol. 11, No. 1, pp. 37–46.

Gibbs, G., 2010, Dimensions of quality, York: Higher Education Academy.

Gravestock, P., and Gregor-Greenleaf, E., 2008, Student Course Evaluations: Research, Models and Trends, Toronto: Higher Education Quality Council of Ontario.

IUCEA, 2010, A Road Map to Quality: Handbook for Quality Assurance in Higher Education,Arusha: IUCEA.

Morley, D., 2014, ‘Assessing the reliability of student evaluations of teaching: choosing the right coefficient’, Assessment & Evaluation in Higher Education, Vol. 39, No.2, pp. 127–139.

Pickford, R., 2013, ‘Leadership of the National Student Survey for enhancement’, Quality Assurance in Education, Vol. 21, No. 4, pp. 344–358.

QAA, 2012, Student Experience Research 2012 Part 1: Teaching and Learning, London:National Union of Students.

QS Quacquarelli Symonds Limited, 2011, ‘QS Stars: Methodology Top Universities’.Available online at http://www.topuniversities.com/qs-stars/qs-stars-methodology.

Shevlin, M., Banyard, P., Davies, M., and Griffiths, M., 2000,’The validity of student evaluation of teaching in higher education: love me, love my lectures?’, Assessment & Evaluation in Higher Education, Vol. 25, No. 4, pp. 397–405. Available online at https://doi.org/10.1080/713611436.

Sumaedi, S., Bakti, G. M. Y., and Metasari, N., 2012, ‘An empirical study of state university students’ perceived service quality’, Quality Assurance in Education, Vol. 20, No. 2, pp. 164–183.

Technical University of Kenya, 2015, ‘Student evaluation on course units and lecturers.Available online at http://tukenya.ac.ke/studentevaluation-course-units-andlecturers.

Tennant, G. D., 2001, ‘The Model United Nations General Assembly Project’, Teaching Citizenship, No. 1,pp. 34–37.

von Glaserfeld, E., ed., 1991, Radical Constructivism in Mathematics Education, Dordrecht: Kluwer Academic Publishers

Author Biographies

Tashmin Khamis

Teaching and Learning, Aga Khan University, Nairobi, Kenya. 

Geoff Tennant

Teaching Programmes, Institute for Educational Development, Aga Khan University, Dar es Salaam, Tanzania.

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Journal of Higher Education in Africa

 

The Journal publishes research articles, think pieces and critiques on contemporary issues on higher education in the continent with special emphasis on issues of research and policy.
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