Validating the new student evaluation form

In 1997 the University introduced a new module evaluation form. The design of theform differed considerably from the typical 5 point Likert type scoring questionnaireencountered at many institutions. Instead, much greater weight was given toqualitative comments, only two scoring questions were asked instead of the typical15 to 30. Although adoption of this form was voluntary it soon became the standardthroughout the University. The purpose of this project was to reflect on thisexperience both from an institutional and educational point of view. There have beentwo outcomes. Firstly, this work formed the basis of a confidential report to theexternal University Audit team as evidence of the University as an innovative andreflective practitioner. Secondly, two working papers have been written and will beincluded in the School’s working paper series. The titles are: A content analysis ofstudent written comments and From Quantitative to Qualitative Assessment:evaluating student questionnaires of teaching effectiveness. Both papers areavailable from the author. The first paper compares our results with the only knownother study of its kind in the US. The conclusions are that statistical analysis ofcomments provides a clear picture of students’ views on courses with similarities anddifferences in priorities with that of the US study. The second paper records theimmediate reactions of the faculties as gathered by a questionnaire. The paperfurther reflects on the interpretation problems of the numerical and qualitative(comments based) approaches by means of a case study. It is intended to progressthis work, which was unfortunately delayed through staff changes, by publicising itmore widely. To date one paper has been given at a Student Feedback SystemsConference at Loughborough University June 1999 as part of an FDTL projectfunded by HEFCE (http://www.lboro.ac.uk/service/sd/sfs/aims_and_objectives.html)