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• W198538585 abstract "Drawing on the case of a small South African university which espouses a social justice approach to transformation, this chapter considers the possibilities and challenges created for student feedback within an institutional context that gives the individual lecturer a large degree of autonomy in evaluation. The chapter looks at some of the dominant perceptions of student feedback in addition to how it is collected and utilised, by referring to the institution’s policies and guideline documents; institutional research conducted with course coordinators; responses elicited from 40 lecturers on the issues outlined in this chapter; the author’s own reflections as a staff developer in the institution; and specific examples of good practice from lecturers situated within social science disciplines. The emerging concerns which structured this discussion are: the impact of student feedback on improving quality; enabling student voice; increasing student ownership; and the educational value of evaluation processes." @default.
• W198538585 created "2016-06-24" @default.
• W198538585 creator A5050422076 @default.
• W198538585 date "2013-01-01" @default.
• W198538585 modified "2023-09-26" @default.
• W198538585 title "Playing broken telephone with student feedback: the possibilities and issues of transformation within a South African case of a collegial rationality model of evaluation" @default.
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• W198538585 doi "https://doi.org/10.1016/b978-1-84334-655-5.50001-5" @default.
• W198538585 hasPublicationYear "2013" @default.
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