Student evaluations of teaching as a tool for making summative personnel decisions at a tertiary institution

Abstract

A random sample of learners and educators, at a Technikon, was surveyed with regard to the teaching behaviours that most contributed to effective learning. Variables included in the survey were identified by a focus group of educators and learners who negotiated the content of the survey questionnaire over a six-week period. This methodology ensured that learners were able to voice their interests in what should be assessed in a summative learner evaluation of teaching. Educator opinion on what feedback they would be prepared to receive from learners was a necessary touchstone to ensure compliance with legislative and administrative requirements for good practice in performance appraisal. Educators and learners agreed on thirteen of fourteen significant educator behaviours which learners felt contributed to effective learning. These findings suggest that a) learners and educators may not be as dissimilar in their teaching and learning agendas as previously thought and b) that participant meanings regarding teaching and learning practice may playa large role in defining teaching competence. Supervisor: MRS J. PROSSER Department of Education