A Study of Student Completion Strategies in a Likert-Type Course Evaluation Survey

Autor/in	Gee, Nick
Titel	A Study of Student Completion Strategies in a Likert-Type Course Evaluation Survey
Quelle	In: Journal of Further and Higher Education, 41 (2017) 3, S.340-350 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2015.1100717
Schlagwörter	Likert Scales; Course Evaluation; Student Surveys; Student Attitudes; Student Satisfaction; Graduate Students; Preservice Teacher Education; Response Style (Tests); Test Reliability; Test Validity; Cognitive Style; Higher Education; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Likert-Skala; Schülerbefragung; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehramtsstudiengang; Lehrerausbildung; Antwortverhalten; Testreliabilität; Testvalidität; Cognitive styles; Kognitiver Stil; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Großbritannien
Abstract	This article investigates the motivations and strategies employed by respondents to a Likert-style course evaluation at a UK university. These attitude surveys, generating large amounts of quantitative data, are commonly used in quality assurance procedures across UK higher education institutions. Similar student survey results are now scrutinised by regulatory bodies undertaking external inspections, and by prospective students when making choices about their course and university of study. For respondents, I argue that the ubiquity of such evaluations has led to complacency, misunderstanding and apathy, with the adoption of completion strategies that lack deep engagement. This research also reveals that the recollection of specific key events and the existence of personal relationships are the strongest influencers in respondents allocating an attitude score. I conclude that the distinction between formative and summative evaluation could be articulated more explicitly to respondents, and that to genuinely inform future teaching and enhance satisfaction for respondents, substantive qualitative comments should be sought alongside attitudinal scoring. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01