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Assessment & Evaluation in Higher Education Volume 30, 2005 - Issue 4
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Original Articles

Instruments for obtaining student feedback: a review of the literature

John T. E. Richardson The Open University, UKCorrespondence[email protected]
Pages 387-415 | Published online: 14 Sep 2010

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Daniel Sullivan, Richard Lakeman, Debbie Massey, Dima Nasrawi, Marion Tower & Megan Lee. (2024) Student motivations, perceptions and opinions of participating in student evaluation of teaching surveys: a scoping review. Assessment & Evaluation in Higher Education 49:2, pages 178-189.
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Muhammet Recep Okur & Nazire Burçin Hamutoğlu. (2023) Internal technology barriers, learning approaches, and technology adoption. Distance Education 44:3, pages 406-424.
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Gavin T. L. Brown & Anran Zhao. (2023) In defence of psychometric measurement: a systematic review of contemporary self-report feedback inventories. Educational Psychologist 58:3, pages 178-192.
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Michelle D. Klopfer, David B. Knight, Jacob R. Grohs & Scott W. Case. (2023) Course-level factors and undergraduate engineering students’ ratings of instruction. European Journal of Engineering Education 0:0, pages 1-16.
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Hongbiao Yin, Genshu Lu & Xuanyi Meng. (2022) Online course experiences matter: adapting and applying the CEQ to the online teaching context during COVID-19 in China. Assessment & Evaluation in Higher Education 47:8, pages 1374-1387.
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William M. Bart & Iclal Can. (2022) An investigation of the factor structure of student ratings of teaching at a Midwestern public university in the USA. Assessment & Evaluation in Higher Education 47:7, pages 998-1004.
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Serafina Pastore, Amelia Manuti & Anna Fausta Scardigno. (2022) A national student survey for the Italian higher education system. Assessment & Evaluation in Higher Education 47:7, pages 985-997.
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Ian D. Marder, Trevor Vaugh, Catriona Kenny, Shauna Dempsey, Erika Savage, Ruairí Weiner, Kate Duffy & Grace Hughes. (2022) Enabling Student Participation in Course Review and Redesign: Piloting Restorative Practices and Design Thinking in an Undergraduate Criminology Programme. Journal of Criminal Justice Education 33:4, pages 526-547.
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Mari Karm, Anu Sarv & James Groccia. (2022) The relationship between students’ evaluations of teaching and academics professional development. Journal of Further and Higher Education 46:8, pages 1161-1174.
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Angela Brew, David Boud, Lisa Lucas & Karin Crawford. (2022) Hampering teaching excellence? Academics making decisions in the face of contradictions. Studies in Higher Education 47:4, pages 941-952.
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Noemí Suárez Monzón, Vanessa Gómez Suárez & Diego Gudberto Lara Paredes. (2022) Is my opinion important in evaluating lecturers? Students’ perceptions of student evaluations of teaching (SET) and their relationship to SET scores. Educational Research and Evaluation 27:1-2, pages 117-140.
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Iris Borch, Ragnhild Sandvoll & Torsten Risør. (2022) Student course evaluation documents: constituting evaluation practice. Assessment & Evaluation in Higher Education 47:2, pages 169-182.
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Krzysztof Rybinski & Elzbieta Kopciuszewska. (2021) Will artificial intelligence revolutionise the student evaluation of teaching? A big data study of 1.6 million student reviews. Assessment & Evaluation in Higher Education 46:7, pages 1127-1139.
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Stephen Darwin. (2021) From the local fringe to market centre: analysing the transforming social function of student ratings in higher education. Studies in Higher Education 46:9, pages 1978-1990.
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Stephen Darwin. (2021) The changing topography of student evaluation in higher education: mapping the contemporary terrain. Higher Education Research & Development 40:2, pages 220-233.
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Joe Kurian & Nandakumar Mekoth. (2021) Deconstructing coping using cognitive influences on ability groups. Studies in Higher Education 46:2, pages 177-188.
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Rebecca L. Taylor, Kris Knorr, Michelle Ogrodnik & Peter Sinclair. (2020) Seven principles for good practice in midterm student feedback. International Journal for Academic Development 25:4, pages 350-362.
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Lei Mee Thien & Hazri Jamil. (2020) Students as ‘Customers’: unmasking course experience and satisfaction of undergraduate students at a Malaysian Research University. Journal of Higher Education Policy and Management 42:5, pages 579-600.
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Iris H. Borch. (2020) Lost in translation: from the university’s quality assurance system to student evaluation practice. Nordic Journal of Studies in Educational Policy 6:3, pages 231-244.
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Yossi Hadad, Baruch Keren & Gali Naveh. (2020) The relative importance of teaching evaluation criteria from the points of view of students and faculty. Assessment & Evaluation in Higher Education 45:3, pages 447-459.
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Linet Arthur. (2020) Evaluating student satisfaction - restricting lecturer professionalism: outcomes of using the UK national student survey questionnaire for internal student evaluation of teaching. Assessment & Evaluation in Higher Education 45:3, pages 331-344.
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Katrina A. D’Urzo, Stephanie M. Flood, Colin Baillie, Sarah Skelding, Sarah Dobrowolski, Robyn L. Houlden & Jennifer R. Tomasone. (2020) Evaluating the Implementation and Impact of a Motivational Interviewing Workshop on Medical Student Knowledge and Social Cognitions Towards Counseling Patients on Lifestyle Behaviors. Teaching and Learning in Medicine 32:2, pages 218-230.
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Luis Doña Toledo & Teodoro Luque Martínez. (2020) How loyal can a graduate ever be? The influence of motivation and employment on student loyalty. Studies in Higher Education 45:2, pages 353-374.
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Antonio Reverter, Cristina Martinez, Phil Currey, Severine van Bommel & Nicholas J. Hudson. (2020) Unravelling student evaluations of courses and teachers. Cogent Education 7:1.
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K. Dattey, D. F. Westerheijden & W. H. A. Hofman. (2019) Compliance with accreditation measures in Ghanaian universities: students’ perspectives. Quality in Higher Education 25:3, pages 304-323.
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John G. Sharp, Brian Hemmings, Russell Kay & Jane C. Sharp. (2019) Academic boredom and the perceived course experiences of final year Education Studies students at university. Journal of Further and Higher Education 43:5, pages 601-627.
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Wei Wei & Sammy King Fai Hui. (2019) Evaluating teacher performance in language learning classes: the gap between students and department administrators. Teachers and Teaching 25:4, pages 486-500.
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Anniken Hoel & Tove Irene Dahl. (2019) Why bother? Student motivation to participate in student evaluations of teaching. Assessment & Evaluation in Higher Education 44:3, pages 361-378.
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Serafina Pastore, Amelia Manuti, Fausta Scardigno, Antonella Curci & Monica Pentassuglia. (2019) Students’ feedback in mid-term surveys: an explorative contribution in the Italian university context. Quality in Higher Education 25:1, pages 21-37.
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Maria João Martins, Tiago Reis Marques, Inês Laíns, Inês Leal, Inês Pessanha, Bruno Brochado, Manuel Oliveira Santos, Pedro Pinto Teixeira, Diogo Hipólito Fernandes, João Carlos Silva, Filipa Almeida Sampaio, Mariana Brandão, Inês Morais, Inês Laranjinha, Nelson Teixeira, Tiago Fernandes, Diogo Carneiro, Joana Calvão, Miguel Pratas, Carolina Palmela, António Lima, Guilherme Pires, Joel Reis, Miguel Raimundo, Raquel Rocha Afonso, Miguel Costa e Silva, Catarina Quintas, Tiago M. Rodrigues, Nuno Henriques Coelho, Sónia Afonso Ramos, Catarina Policiano, Catarina Rato, Daniel Candeias Faria, Alice Lopes, Joana Ramos Rodrigues, Afonso Nunes Ferreira, Filipa de Sousa Costeira, Renata Marques, Hugo Cordeiro & John T. E. Richardson. (2019) The National Student Survey: validation in Portuguese medical students. Assessment & Evaluation in Higher Education 44:1, pages 66-79.
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Carly Steyn, Clint Davies & Adeel Sambo. (2019) Eliciting student feedback for course development: the application of a qualitative course evaluation tool among business research students. Assessment & Evaluation in Higher Education 44:1, pages 11-24.
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Jian Ming Luo, Ka Yin Chau & Chi Fung Lam. (2019) The relationship of student’s motivation, program evaluation, career attitudes and career aspirations in university–industry cooperation program. Cogent Education 6:1.
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Hongbiao Yin, Carlos González & Shenghua Huang. (2018) Undergraduate students’ approaches to studying and perceptions of learning context: a comparison between China and Chile. Higher Education Research & Development 37:7, pages 1530-1544.
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Luke Mandouit. (2018) Using student feedback to improve teaching. Educational Action Research 26:5, pages 755-769.
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Malgorzata Erikson, Martin G. Erikson & Elisabeth Punzi. (2018) A single-question qualitative bachelor’s programme evaluation. Assessment & Evaluation in Higher Education 43:6, pages 969-978.
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Rebecca Turner, Carole Sutton, Claire Gray, Sebastian Stevens & Julie Swain. (2018) Student experiences of research methods education in college-based higher education. Research in Post-Compulsory Education 23:3, pages 348-367.
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Lawrence Ang, Yvonne Alexandra Breyer & Joseph Pitt. (2018) Course recommendation as a construct in student evaluations: will students recommend your course?. Studies in Higher Education 43:6, pages 944-959.
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Barbara Stewart, Peter Speldewinde & Benjamin Ford. (2018) Influence of improved teaching practices on student satisfaction ratings for two undergraduate units at an Australian university. Assessment & Evaluation in Higher Education 43:4, pages 598-611.
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Esra Eret-Orhan, Ahmet Ok & Yesim Capa-Aydin. (2018) We train, but what do they think? Preservice teachers’ perceptions of the adequacy of their teacher education in Turkey. Asia-Pacific Journal of Teacher Education 46:2, pages 183-198.
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Twan Huybers. (2017) Exploring the use of best-worst scaling to elicit course experience questionnaire responses. Assessment & Evaluation in Higher Education 42:8, pages 1306-1318.
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Rebecca Turner, David Morrison, Debby Cotton, Samantha Child, Sebastian Stevens, Patricia Nash & Pauline Kneale. (2017) Easing the transition of first year undergraduates through an immersive induction module. Teaching in Higher Education 22:7, pages 805-821.
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Hongbiao Yin & Zheng Ke. (2017) Students’ course experience and engagement: an attempt to bridge two lines of research on the quality of undergraduate education. Assessment & Evaluation in Higher Education 42:7, pages 1145-1158.
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Jonas Flodén. (2017) The impact of student feedback on teaching in higher education. Assessment & Evaluation in Higher Education 42:7, pages 1054-1068.
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Katie Szkornik. (2017) Teaching and learning on a transnational education programme: opportunities and challenges for flying faculty in Geography and related disciplines. Journal of Geography in Higher Education 41:4, pages 521-531.
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Kim Jesper Herrmann, Anna Bager-Elsborg & Anna Parpala. (2017) Measuring perceptions of the learning environment and approaches to learning: validation of the learn questionnaire. Scandinavian Journal of Educational Research 61:5, pages 526-539.
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Mirja Ruohoniemi, Monica Forni, Johanna Mikkonen & Anna Parpala. (2017) Enhancing quality with a research-based student feedback instrument: a comparison of veterinary students’ learning experiences in two culturally different European universities. Quality in Higher Education 23:3, pages 249-263.
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Tünde Varga-Atkins, Jaye McIsaac & Ian Willis. (2017) Focus Group meets Nominal Group Technique: an effective combination for student evaluation?. Innovations in Education and Teaching International 54:4, pages 289-300.
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Francis Jones. (2017) Impact assessment of a department-wide science education initiative using students’ perceptions of teaching and learning experiences. Assessment & Evaluation in Higher Education 42:5, pages 772-787.
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Ghada Barsoum. (2017) Quality, pedagogy and governance in private Higher Education Institutions in Egypt. Africa Education Review 14:1, pages 193-211.
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Alexandre Castonguay & Paule Miquelon. (2017) Motivational profiles for physical activity among adults with type 2 diabetes and their relationships with physical activity behavior. Health Psychology and Behavioral Medicine 5:1, pages 110-128.
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Tomaž Hovelja, Damjan Vavpotič & Boštjan Žvanut. (2016) A balanced scorecard-based model for evaluating e-learning and conventional pedagogical activities in nursing. Assessment & Evaluation in Higher Education 41:8, pages 1254-1268.
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Malgorzata Erikson, Martin G. Erikson & Elisabeth Punzi. (2016) Student responses to a reflexive course evaluation. Reflective Practice 17:6, pages 663-675.
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Eva Argente-Linares, M. Carmen Pérez-López & Celia Ordóñez-Solana. (2016) Practical Experience of Blended Mentoring in Higher Education. Mentoring & Tutoring: Partnership in Learning 24:5, pages 399-414.
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Angela Clarke, Terry Johal, Kristen Sharp & Shayna Quinn. (2016) Achieving equivalence: a transnational curriculum design framework. International Journal for Academic Development 21:4, pages 364-376.
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Maggie Bartlett, Jessica Potts & Bob McKinley. (2016) Do quality indicators for general practice teaching practices predict good outcomes for students?. Education for Primary Care 27:4, pages 271-279.
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K.A. Sampson, L. Johnston, K. Comer & E. Brogt. (2016) Developing evidence for action on the postgraduate experience: an effective local instrument to move beyond benchmarking. Higher Education Research & Development 35:2, pages 337-351.
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Joe Hirschberg & Jenny Lye. (2016) The influence of student experiences on post-graduation surveys. Assessment & Evaluation in Higher Education 41:2, pages 265-285.
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Marzenna Hiles. (2016) What really matters to undergraduates on creative and media courses: UK study into student voice. Journal of Media Practice 17:1, pages 21-27.
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Helen Barefoot, Martin Oliver & Harvey Mellar. (2016) Informed choice? How the United Kingdom’s key information set fails to represent pedagogy to potential students. Quality in Higher Education 22:1, pages 3-19.
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S. Fasola, O. Giambalvo & C. Romano. (2016) Flexible latent trait aggregation to analyze employability after the Ph.D. in Italy. Journal of Applied Statistics 43:1, pages 180-194.
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Hongbiao Yin & Wenlan Wang. (2015) Assessing and improving the quality of undergraduate teaching in China: the Course Experience Questionnaire. Assessment & Evaluation in Higher Education 40:8, pages 1032-1049.
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Naser Zamani-Miandashti & Pouria Ataei. (2015) College students’ perceptions of short message service-supported collaborative learning. Innovations in Education and Teaching International 52:4, pages 426-436.
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Alice Hoon, Emily Oliver, Kasia Szpakowska & Philip Newton. (2015) Use of the ‘Stop, Start, Continue’ method is associated with the production of constructive qualitative feedback by students in higher education. Assessment & Evaluation in Higher Education 40:5, pages 755-767.
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Harmeet Kaur Dhaliwal, Mark Allen, Jing Kang, Claire Bates & Trevor Hodge. (2015) The effect of using an audience response system on learning, motivation and information retention in the orthodontic teaching of undergraduate dental students: a cross-over trial. Journal of Orthodontics 42:2, pages 123-135.
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Wei Wei. (2015) Using summative and formative assessments to evaluate EFL teachers’ teaching performance. Assessment & Evaluation in Higher Education 40:4, pages 611-623.
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Alexandre J. S. Morin & Herbert W. Marsh. (2015) Disentangling Shape from Level Effects in Person-Centered Analyses: An Illustration Based on University Teachers’ Multidimensional Profiles of Effectiveness. Structural Equation Modeling: A Multidisciplinary Journal 22:1, pages 39-59.
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Sheena Bevitt. (2015) Assessment innovation and student experience: a new assessment challenge and call for a multi-perspective approach to assessment research. Assessment & Evaluation in Higher Education 40:1, pages 103-119.
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Hongbiao Yin, Genshu Lu & Wenyan Wang. (2014) Unmasking the teaching quality of higher education: students’ course experience and approaches to learning in China. Assessment & Evaluation in Higher Education 39:8, pages 949-970.
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Mary R. Hedges & Don J. Webber. (2014) Using student evaluations to improve individual and department teaching qualities. Research in Post-Compulsory Education 19:3, pages 323-339.
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Sally Cornish & Jacqueline White. (2014) Innovation in Practice Learning: Messages from the Review of a Student-centred Unit. Practice 26:3, pages 181-193.
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Twan Huybers. (2014) Student evaluation of teaching: the use of best–worst scaling. Assessment & Evaluation in Higher Education 39:4, pages 496-513.
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Roger Bennett & Suzanne Kane. (2014) Students’ interpretations of the meanings of questionnaire items in the National Student Survey. Quality in Higher Education 20:2, pages 129-164.
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Jeffrey P. Dorman. (2014) Classroom psychosocial environment and course experiences in pre-service teacher education courses at an Australian university. Studies in Higher Education 39:1, pages 34-47.
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Leonid Grebennikov & Mahsood Shah. (2013) Monitoring Trends in Student Satisfaction. Tertiary Education and Management 19:4, pages 301-322.
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Dennis C.S. Law. (2013) Shortening the Inventory of Learning Styles for quality assurance in a Hong Kong post-secondary education context. Quality in Higher Education 19:3, pages 300-325.
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Beatrice M. Tucker. (2013) Student evaluation to improve the student learning experience: an Australian university case study. Educational Research and Evaluation 19:7, pages 615-627.
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Keith Morrison. (2013) Online and paper evaluations of courses: a literature review and case study. Educational Research and Evaluation 19:7, pages 585-604.
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G. L. A. Harris & Dannelle D. Stevens. (2013) The Value of Midterm Student Feedback in Cross-Disciplinary Graduate Programs. Journal of Public Affairs Education 19:3, pages 537-558.
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Leonid Grebennikov & Mahsood Shah. (2013) Student voice: using qualitative feedback from students to enhance their university experience. Teaching in Higher Education 18:6, pages 606-618.
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K. Fraser & T. Thomas. (2013) Challenges of assuring the development of graduate attributes in a Bachelor of Arts. Higher Education Research & Development 32:4, pages 545-560.
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Elena Zaitseva, Clare Milsom & Martyn Stewart. (2013) Connecting the dots: using concept maps for interpreting student satisfaction. Quality in Higher Education 19:2, pages 225-247.
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Rebecca Freeman & Kerry Dobbins. (2013) Are we serious about enhancing courses? Using the principles of assessment for learning to enhance course evaluation. Assessment & Evaluation in Higher Education 38:2, pages 142-151.
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Graeme Newell. (2013) Assessing Property Student Satisfaction with their Property Education Experience in an Australian University. Pacific Rim Property Research Journal 19:2, pages 133-149.
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Anna Parpala & Sari Lindblom-Ylänne. (2012) Using a research instrument for developing quality at the university. Quality in Higher Education 18:3, pages 313-328.
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Lyn Alderman, Stephen Towers & Sylvia Bannah. (2012) Student feedback systems in higher education: a focused literature review and environmental scan. Quality in Higher Education 18:3, pages 261-280.
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Stephen L. Wright & Michael A. Jenkins-Guarnieri. (2012) Student evaluations of teaching: combining the meta-analyses and demonstrating further evidence for effective use. Assessment & Evaluation in Higher Education 37:6, pages 683-699.
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M.S. Lemos, C. Queirós, P.M. Teixeira & I. Menezes. (2011) Development and validation of a theoretically based, multidimensional questionnaire of student evaluation of university teaching. Assessment & Evaluation in Higher Education 36:7, pages 843-864.
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Claus Nygaard & Dina Zoe Belluigi. (2011) A proposed methodology for contextualised evaluation in higher education. Assessment & Evaluation in Higher Education 36:6, pages 657-671.
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Alan Fielding, PeterJ. Dunleavy & A. Mark Langan. (2010) Interpreting context to the UK’s National Student (Satisfaction) Survey data for science subjects. Journal of Further and Higher Education 34:3, pages 347-368.
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Tanya Beran, Claudio Violato, Don Kline & Jim Frideres. (2009) What do students consider useful about student ratings?. Assessment & Evaluation in Higher Education 34:5, pages 519-527.
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