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ERIC Number: EJ769123
Record Type: Journal
Publication Date: 2006-Apr
Pages: 11
Abstractor: Author
Reference Count: 42
ISBN: N/A
ISSN: ISSN-1353-8322
Evaluating Teaching Quality
Douglas, Jacqueline; Douglas, Alex
Quality in Higher Education, v12 n1 p3-13 Apr 2006
A comparison is made of student feedback questionnaires, peer review and the potential use of mystery students as a means of evaluating the quality of teaching and learning and providing a vehicle for continuous improvement. The available literature and primary data obtained via semi-structured interviews conducted with staff within a UK business school, as well as secondary analysis of the results of an interview exercise with the same staff concerning student feedback questionnaires, were used in the analysis. The findings show that staff have very little faith in student feedback questionnaires, whether module or institutional, participate (sometimes reluctantly) in the school's peer review scheme and are divided on the potential use of mystery students.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom