IDEAS home Printed from https://ideas.repec.org/a/taf/accted/v10y2001i2p147-160.html
   My bibliography  Save this article

Evaluation of student feedback

Author

Listed:
  • Len Hand
  • Mike Rowe

Abstract

The processes by which feedback is gathered from students and courses evaluated provide challenges and difficulties. How much feedback is needed? Which instruments should be used? When should the feedback be gathered? From whom should the feedback be gathered? What does the feedback tell us? Does the process really improve the learning experience? These are all questions that concern tutors who wish to understand the educational experience of their students. This paper aims to offer some support and encouragement for tutors who are thinking about the evaluation process at course or module level. An action research model is adopted. A module leader (the practitioner) seeks improvement in feedback gathering and evaluation processes. Experiences with a new first year undergraduate module are described and the various ways in which feedback was obtained are evaluated. It is not the intention to evaluate the module in question but to evaluate the forms of student feedback. Feedback that occurs naturally as part of the teaching/learning process is set alongside structured feedback instruments. Implications for tutors involved in feedback and evaluation are considered and suggestions offered.

Suggested Citation

  • Len Hand & Mike Rowe, 2001. "Evaluation of student feedback," Accounting Education, Taylor & Francis Journals, vol. 10(2), pages 147-160.
    • Handle: RePEc:taf:accted:v:10:y:2001:i:2:p:147-160
    DOI: 10.1080/09639280110081651
    as

    Download full text from publisher

    File URL: http://www.tandfonline.com/doi/abs/10.1080/09639280110081651
    Download Restriction: Access to full text is restricted to subscribers.
    File URL: https://libkey.io/10.1080/09639280110081651?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Dixon, Keith, 2011. "Assessment at the centre of strategies of [accountant] learning in groups, substantiated with qualitative reflections in student assessments," MPRA Paper 29861, University Library of Munich, Germany.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:taf:accted:v:10:y:2001:i:2:p:147-160. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Chris Longhurst (email available below). General contact details of provider: http://www.tandfonline.com/RAED20 .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.