From Quantitative to Qualitative Assessment: evaluating student questionnaires of teaching effectiveness

This paper records a process of organizational change with respect to evaluating student questionnaires. Salford University has largely replaced what many would term the traditional approach (based on mean class scores using a 5-point scale) with an analysis of comments. As well as recording the change itself, the rationale for the change is also explored in the form of two critical assessments. The first is a critique of the current literature, where it is argued that insufficient attention is paid to the criteria for implementation. Reported results meet academic but not practical criteria. The second critique assesses initial organizational reactions to the evaluative approach and assesses validation issues.