Beyond numbers: the merit of routine student evaluation for starting academic teacher development.
Saved in:
| Title: | Beyond numbers: the merit of routine student evaluation for starting academic teacher development. |
|---|---|
| Authors: | Levelt, Lisa1 (AUTHOR) e.levelt@uu.nl, Tick, Nouchka T.1 (AUTHOR), van der Smagt, Maarten J.2 (AUTHOR) |
| Source: | Journal of Further & Higher Education. Mar2026, Vol. 50 Issue 2, p381-399. 19p. |
| Subject Terms: | *Student evaluation of teachers, *Teacher development, *Higher education, *Educational evaluation, *Mixed methods research, *Psychology teachers, *Effective teaching |
| Abstract: | Despite its controversy, Student Evaluation of Teaching (SET) remains a potentially central tool to inform academic teaching skills development. This study evaluated a SET procedure that was developed by starting academic teachers seeking to inform and monitor their teaching skill development. The procedure involves administering a SET twice per year, generating scores and open-ended feedback that are discussed with supervisors to aid interpretation and use. Mixed methods were used to evaluate whether the procedure serves its purpose. Analyses of evaluations from 5050 students for 42 starting Psychology teachers provided some support that aggregating the evaluations per measurement occasion can offer teachers reliable and structurally valid feedback. While data visualisations showed changes in specific teaching skills over time for certain teachers, overall, there was little significant development in scores across teachers, with notable between-teacher differences in trajectories. Interviews with 16 teachers indicated a general perception that the SET procedure was insightful and useful for their development, but individual experiences varied. We conclude that contextualising scores with visualisations of development over time and open-ended feedback can result in a meaningful tool for teacher development. A more qualitative and individualised approach is recommended when using SET in higher education. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Further & Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 191515075 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Beyond numbers: the merit of routine student evaluation for starting academic teacher development. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Levelt%2C+Lisa%22">Levelt, Lisa</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> e.levelt@uu.nl</i><br /><searchLink fieldCode="AR" term="%22Tick%2C+Nouchka+T%2E%22">Tick, Nouchka T.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22van+der+Smagt%2C+Maarten+J%2E%22">van der Smagt, Maarten J.</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Further+%26+Higher+Education%22">Journal of Further & Higher Education</searchLink>. Mar2026, Vol. 50 Issue 2, p381-399. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+evaluation+of+teachers%22">Student evaluation of teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+development%22">Teacher development</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+teachers%22">Psychology teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Despite its controversy, Student Evaluation of Teaching (SET) remains a potentially central tool to inform academic teaching skills development. This study evaluated a SET procedure that was developed by starting academic teachers seeking to inform and monitor their teaching skill development. The procedure involves administering a SET twice per year, generating scores and open-ended feedback that are discussed with supervisors to aid interpretation and use. Mixed methods were used to evaluate whether the procedure serves its purpose. Analyses of evaluations from 5050 students for 42 starting Psychology teachers provided some support that aggregating the evaluations per measurement occasion can offer teachers reliable and structurally valid feedback. While data visualisations showed changes in specific teaching skills over time for certain teachers, overall, there was little significant development in scores across teachers, with notable between-teacher differences in trajectories. Interviews with 16 teachers indicated a general perception that the SET procedure was insightful and useful for their development, but individual experiences varied. We conclude that contextualising scores with visualisations of development over time and open-ended feedback can result in a meaningful tool for teacher development. A more qualitative and individualised approach is recommended when using SET in higher education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Further & Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191515075 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/0309877X.2025.2604705 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 381 Subjects: – SubjectFull: Student evaluation of teachers Type: general – SubjectFull: Teacher development Type: general – SubjectFull: Higher education Type: general – SubjectFull: Educational evaluation Type: general – SubjectFull: Mixed methods research Type: general – SubjectFull: Psychology teachers Type: general – SubjectFull: Effective teaching Type: general Titles: – TitleFull: Beyond numbers: the merit of routine student evaluation for starting academic teacher development. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Levelt, Lisa – PersonEntity: Name: NameFull: Tick, Nouchka T. – PersonEntity: Name: NameFull: van der Smagt, Maarten J. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 0309877X Numbering: – Type: volume Value: 50 – Type: issue Value: 2 Titles: – TitleFull: Journal of Further & Higher Education Type: main |
| ResultId | 1 |
