Abstract

Several times each year the teaching performance of academics at higher education institutions are evaluated through anonymous, online student evaluation of teaching (SET) surveys. Universities use SETs to inform decisions about staff promotion and tenure, but low student participation levels make the surveys impractical for this use. This scoping review aims to explore student motivations, perceptions and opinions of SET survey completion. Five EBSCO® databases were searched using key words. Thematic analysis of a meta-synthesis of qualitative findings derived from 21 papers identified five themes: (i) the value students’ place on SET, (ii) the knowledge that SET responses are acted upon to improve teaching, (iii) assurance of survey confidentiality and anonymity, (iv) incentives for completing SET, and (v) survey design and timing of survey release. Perceptions, knowledge and attitudes about the value of SET are essential factors in motivating students to engage and complete SETs, particularly if surveys are easy to interpret, time for completion is incentivised and responses are valued.

RAS ID

60170

Document Type

Journal Article

Date of Publication

1-1-2023

Volume

49

Issue

2

School

School of Nursing and Midwifery

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Publisher

Taylor & Francis

Identifier

Debbie Massey

https://orcid.org/0000-0002-0466-1960

Comments

Sullivan, D., Lakeman, R., Massey, D., Nasrawi, D., Tower, M., & Lee, M. (2023). Student motivations, perceptions and opinions of participating in student evaluation of teaching surveys: A scoping review. Assessment & Evaluation in Higher Education, 49(2), 178-189. https://doi.org/10.1080/02602938.2023.2199486

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Link to publisher version (DOI)

10.1080/02602938.2023.2199486