Framing student evaluations of university learning and teaching : discursive strategies and textual outcomes

Ryan, Mary (2015) Framing student evaluations of university learning and teaching : discursive strategies and textual outcomes. Assessment and Evaluation in Higher Education, 40(8), pp. 1142-1158.

View at publisher


Evaluation in higher education is an evolving social practice, that is, it involves what people, institutions and broader systems do and say, how they do and say it, what they value, the effects of these practices and values, and how meanings are ascribed. The textual products (verbal, written, visual, gestural) that inform and are produced by, for and through evaluative practices are important as they promulgate particular kinds of meanings and values in specific contexts. This paper reports on an exploratory study that sought to investigate, using discourse analysis, the types of evaluative practices that were ascribed value, and the student responses that ensued, in different evaluative instruments. Findings indicate that when a reflective approach is taken to evaluation, students’ responses are more considered, they interrogate their own engagement in the learning context and they are more likely to demonstrate reconstructive thought. These findings have implications for reframing evaluation as reflective learning.

Impact and interest:

0 citations in Scopus
Search Google Scholar™

Citation counts are sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

25 since deposited on 03 Nov 2014
22 in the past twelve months

Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 78324
Item Type: Journal Article
Refereed: Yes
Additional Information: Published online 28 October 2014. The embargo on the accepted manuscript version will expire on 28 April 2016.
Keywords: evaluation in higher education, reflective evaluation, teaching evaluation, student evaluations, discourses of evaluation, HERN
DOI: 10.1080/02602938.2014.974503
ISSN: 0260-2938
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)
Divisions: Current > Research Centres > Children & Youth Research Centre
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2014 Taylor & Francis
Copyright Statement: The Version of Record of this manuscript has been published
and is available in Assessment and Evaluation in Higher Education, 28 October 2014,
Deposited On: 03 Nov 2014 01:53
Last Modified: 21 Sep 2016 23:34

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page