The teval experience, 1983–88: The impact of a student evaluation of teaching scheme on university teachers

ABSTRACT

This paper presents the results of a study of 306 faculty members' experiences with teval, the student evaluation of teaching scheme run by the Tertiary Education Institute at the University of Queensland, after six years of operation of this scheme which is unique in Australian universities and which has been successfully marketed. Feedback on teaching effectiveness was the main purpose for which staff used the teval service. Although the quantitative parts of the questionnaire did provide such feedback, open-ended student comments were more highly valued by some staff because the information contained in such comments was more specific. Teachers also opted to use teval survey results as evidence in applications for promotion and for confirmation of probationary appointments. Over 80% of respondents were satisfied with the teval service. The majority of respondents felt that it was important to them to evaluate their teaching and they believed that students undertook evaluation of teaching seriously. They also felt that the ratings they received from students were an accurate reflection of their teaching performance as perceived by students. Over half the respondents experienced improved job satisfaction and morale following teval results and almost all were influenced by student evaluation to change their teaching practices in some way. The majority of changes were made to the organisation of material to be taught, followed by changes to teaching method, teaching style and teaching materials.