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dc.contributor.authorKing, Lance G.
dc.contributor.authorFraser, Deborah
dc.date.accessioned2012-04-17T22:08:43Z
dc.date.available2012-04-17T22:08:43Z
dc.date.issued2005
dc.identifier.citationKing, L. & Fraser, D. (2005). Who is learning what from student evaluations of teaching? Waikato Journal of Education, 11(2), 101-111.en_NZ
dc.identifier.issn1173-6135
dc.identifier.urihttps://hdl.handle.net/10289/6215
dc.description.abstractStudent evaluations of teaching (or SET) through anonymous survey forms are a consistent practice in higher education across the world yet research results vary considerably as to the reliability, validity and efficacy of SET. Nonetheless, the widespread use of SET for promotion and tenure decisions ensures that these results are high stakes for tertiary staff. The tension between the purposes of SET (to supposedly improve teaching) and the ramifications of SET results are explored. Staff and students tend to hold very different views of SET and the issue of maintaining high academic standards can be at risk. However, SET can be used as an opportunity for staff and students to work together on issues in teaching and learning that enhance quality for all concerned.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherFaculty of Education, University of Waikatoen_NZ
dc.relation.urihttp://www.wje.org.nz/index.php/WJEen_NZ
dc.rights© 2005 Waikato Journal of Education. It is posted here by permission for personal use.en_NZ
dc.subjectstudent evaluation of teachingen_NZ
dc.subjecttertiary teachingen_NZ
dc.subjectteaching qualityen_NZ
dc.titleWho is learning what from student evaluations of teaching?en_NZ
dc.typeJournal Articleen_NZ
dc.relation.isPartOfWaikato Journal of Educationen_NZ
pubs.begin-page101en_NZ
pubs.elements-id31677
pubs.end-page112en_NZ
pubs.issue2en_NZ
pubs.volume11en_NZ


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