Framing Student Evaluations of University Learning and Teaching: Discursive Strategies and Textual Outcomes

Autor/in	Ryan, Mary
Titel	Framing Student Evaluations of University Learning and Teaching: Discursive Strategies and Textual Outcomes
Quelle	In: Assessment & Evaluation in Higher Education, 40 (2015) 8, S.1142-1158 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2014.974503
Schlagwörter	College Students; Research Methodology; Discovery Processes; Discourse Analysis; Evaluation Methods; Reflection; Epistemology; Feedback (Response); Student Attitudes; Case Studies; Questionnaires; Likert Scales; Student Evaluation of Teacher Performance; Prompting; Course Evaluation + Suchen Sie Ihr Suchwort? Collegestudent; Research method; Forschungsmethode; Diskursanalyse; Erkenntnistheorie; Schülerverhalten; Case study; Fallstudie; Case Study; Fragebogen; Likert-Skala; Benutzerführung
Abstract	Evaluation in higher education is an evolving social practice; that is, it involves what people, institutions and broader systems do and say, how they do and say it, what they value, the effects of these practices and values, and how meanings are ascribed. The textual products (verbal, written, visual and gestural) that inform and are produced by, for and through evaluative practices are important, as they promulgate particular kinds of meanings and values in specific contexts. This paper reports on an exploratory study that sought to investigate, using discourse analysis, the types of evaluative practices that were ascribed value, and the student responses that ensued, in different evaluative instruments. Findings indicate that when a reflective approach is taken to evaluation, students' responses are more considered, they interrogate their own engagement in the learning context and they are more likely to demonstrate reconstructive thought. These findings have implications for reframing evaluation as reflective learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01