Abstract
One of the measures of teaching and learning achievement used in Australian universities is Student Feedback on Teaching (SFTs) evaluation forms. Generically, these evaluations are known as the Course Experience Questionnaire (CEQ). These are instruments, according to Ramsden, that, if appropriately constructed, provide invaluable feedback for teacher reflection and are the only way to actually determine the 'quality of the student learning experience'. This paper looks at the policy in the use of SFTs in higher education in Australia. The paper reviews the literature and publicly available data from Australian universities. The aim of the article is to highlight the similarities and differences in policy between Australian universities in their use of SFTs as an appraisal tool.
| Original language | English |
|---|---|
| Pages (from-to) | 95-108 |
| Number of pages | 13 |
| Journal | International Journal of Learning |
| Volume | 18 |
| Issue number | 5 |
| Publication status | Published - 2012 |
Keywords
- Australia
- education, higher
- questionnaires
- rating of
- student evaluation of teachers
- teachers
- teaching
