Student Evaluation of Teaching (SET): Clues on how to interpret written feedback
[EN] In this paper we present the preliminary results of a study covering 217 written comments submitted in the formal university SET questionnaire of two undergraduate physics lectures for engineering students. Concerning the SET-metrics, one of the lectures was rated as critical, while the other l...
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2017 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | inglés |
| OAI Identifier: | oai:riunet.upv.es:10251/104151 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/104151 |
| Access Level: | acceso abierto |
| Palabra clave: | Higher Education Learning Educational systems Teaching Student evaluations of teaching Students&apos comments Content analysis Quality management Student voice Formative feedback |
| Sumario: | [EN] In this paper we present the preliminary results of a study covering 217 written comments submitted in the formal university SET questionnaire of two undergraduate physics lectures for engineering students. Concerning the SET-metrics, one of the lectures was rated as critical, while the other lecture had good results. The analysis is based on the praise and criticism framework elaborated by Hyland/Hyland (2001) for written feedback. Our findings, which also relate written feedback to quantitative variables and contrast the results between critical and good evaluations, provide a deeper insight for both, teachers and educational developers, on how to interpret written comments in a quality management process. |
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