HOW IN-CLASS ELECTRONIC COLLECTION OF STUDENT EVALUATIONS IS PROVIDING TEACHERS AND MANAGERS WITH BETTER INFORMATION FOR THE DEVELOPMENT OF TEACHING

Abstract

This paper investigates the impact of Evaluate, an in-class electronic collection of Student Evaluation of Teaching (SET) data, across a large UK university. It focuses on how Evaluate has enhanced the data provided to teachers and managers. Key features include immediate access to data and provision of mean and aggregate scores for individuals, schools and faculties. The results of this study showed a lower response rate for Evaluate compared to paper-based questionnaires, although this difference was small and the Evaluate response rate increased each year. Mean scores dropped initially but rapidly returned to a similar level. There was a significant difference between schools in the response rates achieved indicating that practice varies in terms of how Evaluate is used and promoted. The number of student responses and number of surveys completed increased by over a third with Evaluate compared to paper. A large number of written comments have been received which are now available to managers as well as teachers. Feedback from managers shows strong support for the enhanced data provided, but further improvements in both functionality and use are needed. Evaluate has transformed the processing and speed of release of results as well as improving the comparative data provided.