Playing broken telephone with student feedback: The possibilities and issues of transformation within a South African case of a collegial rationality model of evaluation

Dina Zoe Belluigi*

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Drawing on the case of a small South African university which espouses a social justice approach to transformation, this chapter considers the possibilities and challenges created for student feedback within an institutional context that gives the individual lecturer a large degree of autonomy in evaluation. The chapter looks at some of the dominant perceptions of student feedback in addition to how it is collected and utilised, by referring to the institution's policies and guideline documents; institutional research conducted with course coordinators; responses elicited from 40 lecturers on the issues outlined in this chapter; the author's own reflections as a staff developer in the institution; and specific examples of good practice from lecturers situated within social science disciplines. The emerging concerns which structured this discussion are: the impact of student feedback on improving quality; enabling student voice; increasing student ownership; and the educational value of evaluation processes.

Original languageEnglish
Title of host publicationEnhancing Learning and Teaching Through Student Feedback in Social Sciences
PublisherElsevier Inc.
Pages1-27
Number of pages27
ISBN (Print)9781843346555
DOIs
Publication statusPublished - Feb 2013
Externally publishedYes

Keywords

  • Educational value
  • Improving quality
  • South Africa
  • Student feedback
  • Student voice

ASJC Scopus subject areas

  • Social Sciences(all)

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