Measuring What Matters: The Positioning of Students in Feedback Processes within National Student Satisfaction Surveys

Autor/inn/en	Winstone, Naomi E.; Ajjawi, Rola; Dirkx, Kim; Boud, David
Titel	Measuring What Matters: The Positioning of Students in Feedback Processes within National Student Satisfaction Surveys
Quelle	In: Studies in Higher Education, 47 (2022) 7, S.1524-1536 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Winstone, Naomi E.) ORCID (Ajjawi, Rola) ORCID (Dirkx, Kim) ORCID (Boud, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2021.1916909
Schlagwörter	Feedback (Response); National Surveys; Student Surveys; Student Satisfaction; Undergraduate Students; Student Evaluation of Teacher Performance; Evaluation Methods; Foreign Countries; Australia; Canada; Denmark; Finland; Ireland; Netherlands; Norway; United Kingdom; United States; National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Schülerbefragung; Ausland; Australien; Kanada; Dänemark; Finnland; Irland; Niederlande; Norwegen; Großbritannien; USA
Abstract	The increasing prominence of neoliberal agendas in international higher education has led to greater weight being ascribed to student satisfaction, and the national surveys through which students evaluate courses of study. In this article, we focus on the evaluation of feedback processes. Rather than the transmission of information from teacher to student, greater recognition of the fundamental role of the learner in seeking, generating, and using feedback information is evident in recent international literature. Through an analysis of the framing of survey items from 10 national student satisfaction surveys, we seek to question what conceptions or models of feedback are conveyed through survey items, and how such framing might shape perceptions and practice. Primarily, the surveys promote an outdated view of feedback as information transmitted from teacher to student in a timely and specific manner, largely ignoring the role of the student in learning through feedback processes. Widespread and meaningful change in the ways in which feedback is represented in research, policy, and practice requires a critical review of the positioning of students in artefacts such as evaluation surveys. We conclude with recommendations for practice by proposing amended survey items that are more consistent with contemporary theoretical conceptions of feedback. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01