The need for a more creative approach to evaluation
Collecting student evaluations are a feature of policy and practice within Higher Education (HE) in England and across the world. This article introduces a new way to capture undergraduate’s evaluation of their learning experiences through writing a story. The expected outcomes of student feedback are: to improve and develop teaching, to understand the current educational attainment of students, for quality assurance and human resources purposes (Hoon, Oliver, Szpakowska, & Newton, 2015; Seale, 2010; Stein Spiller, Terry, Harris, Deaker, & Kennedy, 2013). Currently the most popular way to capture this feedback is through questionnaires such as Student Evaluation of Teaching (SET) and the national student survey (NSS) that not only inform current practice but also impact on the overall ranking of the institution (Ashwin, 2017; Lenton, 2015). This is more pertinent since the introduction of the Teaching Excellence Framework (TEF) which grades a university’s standard of teaching as Bronze, Silver or Gold and the withdrawal of the student number cap which have led to the sector becoming more marketised.
However, despite the positive intentions of evaluation, scrutiny of the results often leaves the HE teacher with more questions than answers. A further problem is that its effectiveness relies on a positive response to the results. Research has shown that the interpretation of the results, sometimes leads to questions about the value of the student’s contribution, a negative impact on the HE teacher’s self-esteem and in some cases confusion as to what to do to change practice, all of which suggest that finding new ways to capture student views is useful (Arthur, 2009; Chan et al., 2014; Golding & Adam, 2016; Nasser-Abu Alhija, 2017; Stein et al., 2013; Surgenor, 2013; Winchester & Winchester, 2013).
In this research forty-seven undergraduates studying in England were asked to frame their views by writing a story about their learning experience. The results explain how applying this method of evaluation can shape teaching in HE because it provided additional information that would have otherwise been missed.
The traditional approach to student evaluation
Questionnaires using a combination of Likert scales and free-flow comments are given to students at the end of their studies in the NSS and used to gain feedback during the undergraduate’s years at university which means that Student Evaluation of Teaching (SET) surveys are completed at regular intervals during their studies. They are typically distributed at the end of modules which means that students are often asked to complete several questionnaires each linked to a unit or subject of study within a very short space of time presenting a challenge in terms of reliability and validity (Chan, Luk, & Zeng, 2014). Spooren, Mortelmans, & Thijssen(2012) contend that this can mean that students fail to fully reflect on the statement they are grading.
However, the results are potentially significant because they are intended to shape improvements to the content, delivery and assessment of the module the following year (Dunworth & Santiago Sanchez, 2016; Flint et al., 2009). So, the purpose of student evaluations is to meet university requirements, shape and enhance teaching practice and to clarify effective performance facilitating:
… reflection, encouraging dialogue about learning, promoting self-esteem and providing opportunities to close the gap between current and desired performance (Dunworth & Santiago Sanchez, 2016, p.3).