Student evaluation of teaching is a multipurpose tool that aims to improve and assure educational quality. Improved teaching and student learning are central to educational enhancement. However, use of evaluation data for these purposes is less robust than expected. This paper explores how students and teachers perceive how different student evaluation methods at a Norwegian university invite students to provide feedback about aspects relevant to their learning processes. We discuss whether there are characteristics of the methods themselves that might affect the use of student evaluation. For the purpose of this study, interviews with teachers and students were conducted, and educational documents were analysed. Results indicated that evaluation questions in surveys emerged as mostly teaching-oriented, non-specific and satisfaction-based. This type of question did not request feedback from students about aspects that they considered relevant to their learning processes. Teachers noted limitations with surveys and said such questions were unsuitable for educational enhancement. In contrast, dialogue-based evaluation methods engaged students in discussions about their learning processes and increased students’ and teachers’ awareness about how aspects of courses improved and hindered students’ learning processes. Students regarded these dialogues as valuable for their learning processes and development of communication skills. The students expected all evaluations to be learning oriented and were surprised by the teaching focus in surveys. This discrepancy caused a gap between students’ expectations and the evaluation practice. Dialogue-based evaluation methods stand out as a promising alternative or supplement to a written student evaluation approach when focusing on students’ learning processes.

中文翻译：

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学生课程评估目的的差异：“满意”是什么意思？

学生对教学的评价是一种多用途工具，旨在提高和保证教育质量。改进教学和学生学习是加强教育的核心。然而，用于这些目的的评估数据的使用不如预期的那么可靠。本文探讨了学生和教师如何看待挪威大学的不同学生评估方法如何邀请学生就与其学习过程相关的方面提供反馈。我们讨论是否存在可能影响学生评估使用的方法本身的特征。出于本研究的目的，对教师和学生进行了访谈，并对教育文件进行了分析。结果表明，调查中的评价问题大多以教学为导向、不具体和以满意度为基础。这类问题不要求学生就他们认为与学习过程相关的方面提供反馈。教师指出调查的局限性，并表示此类问题不适合加强教育。相比之下，基于对话的评估方法让学生参与讨论他们的学习过程，并提高学生和教师对课程的各个方面如何改进和阻碍学生学习过程的认识。学生们认为这些对话对他们的学习过程和沟通技巧的发展很有价值。学生们期望所有的评估都以学习为导向，并对调查中的教学重点感到惊讶。这种差异导致学生的期望与评估实践之间存在差距。