Titlebook: Student Evaluation in Higher Education; Reconceptualising th Stephen Darwin Book 2016 The Editor(s) (if applicable) and The Author(s), unde

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Charting New Approaches to Student Evaluation,dels in higher education, there has emerged a powerful and seemingly irresistible demand from students, institutions and even socially for survey outcomes to assure the?quality?of university teaching. Quantitative student evaluation has become a fundamental—though inherently flawed—proxy means of de

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978-3-319-82457-4The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerl

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The Emergence of Student Evaluation in Higher Education,forms of student evaluation. Significantly, what was characteristic of these earliest forms of student evaluation was the use of student feedback to directly influence and improve teaching quality. The chapter uses examples of the growth in the use of student feedback in the United States and Austra

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Research on the Design and Function of Student Evaluation,ndational epistemological assumptions that underpin the use of quantitative student evaluation data for pedagogical and administrative decision-making in higher education. In this chapter, the broad range of research directed toward student evaluation is assessed, along with some of the issues that

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What Higher Education Teachers Think About Quantitative Student Evaluation,ches or other learning strategies? In this chapter, data collected from a broad range of academics working in a major, internationally recognised Australian university is detailed and its implications for the assumed roles and functions of orthodox student evaluation is analysed. This research provi

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,Student Evaluation in Situated Practice—The Case of a Recently Designed Program, whether collective pedagogical practices could be enhanced using an evaluative cycle framed around qualitative student evaluation data and based on collaborative forms of academic dialogue. The outcomes of the case study reaffirm the powerful influence of orthodox quantitative evaluation, as well a

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