Document Type
Journal Article
Publication Title
Assessment and Evaluation in Higher Education
Publisher
Taylor & Francis
School
School of Nursing and Midwifery
RAS ID
60170
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.
DOI
10.1080/02602938.2023.2199486
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
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. Advance online publication. https://doi.org/10.1080/02602938.2023.2199486