ABSTRACT

The increasing prominence of neoliberal agendas in international higher education has led to greater weight being ascribed to student satisfaction, and the national surveys through which students evaluate courses of study. In this article, we focus on the evaluation of feedback processes. Rather than the transmission of information from teacher to student, greater recognition of the fundamental role of the learner in seeking, generating, and using feedback information is evident in recent international literature. Through an analysis of the framing of survey items from 10 national student satisfaction surveys, we seek to question what conceptions or models of feedback are conveyed through survey items, and how such framing might shape perceptions and practice. Primarily, the surveys promote an outdated view of feedback as information transmitted from teacher to student in a timely and specific manner, largely ignoring the role of the student in learning through feedback processes. Widespread and meaningful change in the ways in which feedback is represented in research, policy, and practice requires a critical review of the positioning of students in artefacts such as evaluation surveys. We conclude with recommendations for practice by proposing amended survey items that are more consistent with contemporary theoretical conceptions of feedback.

摘要

新自由主义议程在国际高等教育中日益突出，导致学生满意度以及学生评估学习课程的全国性调查更加重视。在本文中，我们重点关注反馈过程的评估。在最近的国际文献中，更多地认识到学习者在寻求、生成和使用反馈信息方面的基本作用，而不是从教师到学生的信息传递。通过对来自 10 个全国学生满意度调查的调查项目框架的分析，我们试图质疑通过调查项目传达的反馈概念或模型，以及这种框架如何影响认知和实践。首先，调查宣扬了一种过时的反馈观点，即教师及时、具体地向学生传递信息，很大程度上忽视了学生在通过反馈过程学习中的作用。反馈在研究、政策和实践中的表现方式发生广泛而有意义的变化，需要对学生在评估调查等人工制品中的定位进行批判性审查。我们通过提出更符合当代反馈理论概念的修正调查项目来总结实践建议。实践需要对学生在评估调查等人工制品中的定位进行批判性审查。我们通过提出更符合当代反馈理论概念的修正调查项目来总结实践建议。实践需要对学生在评估调查等人工制品中的定位进行批判性审查。我们通过提出更符合当代反馈理论概念的修正调查项目来总结实践建议。