Abstract
Evaluation of the quality of programmes by students is considered an important assessment instrument in determining programme effectiveness within higher education institutions. Student ratings of lecturers are only a partial assessment of programmes, since other evaluations beyond students’ perceptions are also considered important within higher education institutions. Student ratings are not only important in determining how students perceive their programmes within a highly competitive higher education landscape in South Africa, but also highlight the strengths and weaknesses of programmes which can be used as an impetus for programme enhancement, especially in view of the increasing number of students entering higher education, while government spending is steadily diminishing. The purpose of this study is to assess student ratings of teaching competencies that can be used for programme evaluation. A quantitative approach was used to analyse the various elements within specific domains in the lecturer evaluation instrument used by the Faculty of Management Sciences at the Durban University of Technology (DUT). The data reported are suggestive of the usefulness of identifying student ratings of important teaching competencies, which is considered as important in a growing student centred orientation within higher education institutions. The article offers constructive analysis of student ratings of various teaching competencies across departments in the faculty, while highlighting strategies to ensure enhanced validity of student ratings. Student ratings of lecturers provide valuable information for faculty to use in programme assessment and consequent programme enhancement. Further, student ratings of lecturers encourages a student’s voice through confidential participation, thereby ensuring that the student experience is fore grounded at the learning and teaching interface.
Highlights
Higher education institutions are generally committed to promoting the quality of students’ total learning experience within a well supported environment
Many higher education institutions have come to rely increasingly on student ratings of teaching. Even though such an evaluation instrument is criticized by many academics, it is unlikely that the use of student ratings will be abandoned, as it is seen as a key indicator in quality monitoring (Penny, 2003)
If improvement teaching as assessed by students is important and to be used for ongoing summative purposes, it is important that student ratings be used as part of a process of overall evaluation of programmes
Summary
Higher education institutions are generally committed to promoting the quality of students’ total learning experience within a well supported environment. Student ratings of lecturers within higher education institutions are often viewed as a convenient choice Another criticism is that students are basically unqualified to provide a valid evaluation of the quality of programmes, of which teaching is an important component (Nasser and Hagtvet, 2006). The importance lies in providing a framework for proper interpretation and use of student ratings to improve programmes (Nasser and Hagtvet, 2006).The changing expectations of students requires that lecturers continuously reset their professional learning goals This has to be underpinned by lecturers focusing on teaching competencies arising from personal characteristics, knowledge, skills and attitudes that are required for effective performance in different teaching environments. Student ratings of lecturers still continue to be used as an evaluation instrument to assess the effectiveness of teaching
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