Collecting Student Feedback: A Comparison of Questionnaire and Other Methods

Autor/inn/en	Huxham, Mark; Laybourn, Phyllis; Cairncross, Sandra; Gray, Morag; Brown, Norrie; Goldfinch, Judy; Earl, Shirley
Titel	Collecting Student Feedback: A Comparison of Questionnaire and Other Methods
Quelle	In: Assessment & Evaluation in Higher Education, 33 (2008) 6, S.675-686 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
Schlagwörter	Feedback (Response); Formative Evaluation; Focus Groups; Questionnaires; Learning Modules; Student Journals; Evaluation Methods; Evaluation Research; Multitrait Multimethod Techniques; Scoring Rubrics; Undergraduate Students; Undergraduate Study + Suchen Sie Ihr Suchwort? Fragebogen; Learning module; Lernmodul; Studentenzeitung; Evaluationsforschung; Scoring formulas; Auswertungsbogen; Grundstudium
Abstract	A study was conducted comparing the feedback received from students about teaching obtained using different instruments. Twelve first- and second-year undergraduate modules were selected from seven different schools within a single university. Students studying each module were allocated to "questionnaire" and "comparator" groups. "Questionnaire" students completed the standard end-of-module questionnaire, whilst "comparator" groups evaluated the modules using "rapid feedback", "H form", focus group and reflective diary methods. The responses of 335 students to questionnaires were compared with those of 160 using the other methods; no results were obtained from the reflective diary students. Only a minority of the issues raised by students using the comparator methods were covered by the questionnaire, and the comparator methods showed different rankings of the issues in common. The key difference between questionnaire and comparator methods was the use of closed and open questions respectively, with comparator methods being more appropriate for formative evaluation. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10