Using students’ evaluations to measure educational quality

Due to copyright restrictions, the access to the full text of this article is only available via subscription.This research study examined university students’ evaluation of teaching at an English preparatory school. Twelve students who participated in the study were chosen as a consequence of theoretical sampling because they repeated the intermediate level twice and were believed to give valuable information regarding the challenges encountered in the program. Aims of the study were to: (1) demonstrate quality assurance at program implementation level, (2) get feedback from students on the appropriateness of activities for their learning needs, (3) get students to reflect on their language skills development and identify what they still need to learn that could be useful for the improvement of teaching, (4) raise awareness and persuade students to engage with the opportunities for learning beyond classroom and (5) negotiate emphases for the remainder of the program. Participants were asked to comment on and evaluate the educational quality, course objectives, performance of their instructor, their learning, achievement and progress, course materials, learning support they received, role of information and communication technology, and assessment procedures. Data was collected by Students’ Evaluation of Educational Quality Instrument (SEEQ), focus group interviews and field notes. Findings revealed certain action points for the development of the English language teaching program