A model for student evaluation to enhance teaching and learning quality at the Central University of Technology, Free State

English: There seems to be a worldwide interest in enhancing the student learning experience, particularly through interactive learning - an educational philosophy that places the student at the centre of the learning process. Even more important is the fact that the learning facilitator is supposed to monitor students’ progress towards achieving specific and generic objectives much more progressively. However, to achieve these goals and to ensure that learning is maximised, it is imperative for higher education institutions to regularly receive feedback about the quality of the learning process and experience. Consequently, student evaluation of teaching and module content has been instituted by almost all higher education quality assurance agencies around the world. The responsibilities of the Higher Education Quality Committee in South Africa and its engagement in institutional audits, its support for institutionalising a culture of self-managed evaluation that builds on and surpasses minimum standards, and its endeavours to develop and implement accredited programmes in higher education institutions are examples in this regard. For many years, the impact of student evaluation on the South African higher education system has been limited. As governmental demands for educational accountability grow, the teaching profession finds itself under pressure to demonstrate its value with solid, credible data/evidence. However, in an environment in which there are so many emerging and competing demands, there is a danger that the essential focus on the teaching and learning function could be lost. Universities, therefore, need to quantify their value to provide hard evidence that they have succeeded in promoting learning among students. The most direct source of information about the quality of the learning experience in higher education is the students themselves. Accordingly, the purpose of student feedback is to meet quality assurance requirements and to demonstrate to internal and external stakeholders that students are receiving an adequate educational service. To make an effective contribution to internal improvement processes, the views of students need to be integrated into a regular and continuous cycle of analysis, reporting, action and feedback. The primary purpose of the study was to undertake research that would lead to the development of a model for student evaluation in order to enhance teaching and learning quality at the Central University of Technology, Free State (CUT). This research falls primarily within the qualitative research paradigm, although some of the data were gathered by utilising quantitative techniques. A qualitative approach was adopted since the experiences of and feedback from the various stakeholders were interpreted and described in a qualitative way. A variety of qualitative research methods were applied in this study. For example, an exploratory literature study was done, interviews with international and national experts/authorities were conducted and focus group discussions were organised. All of these techniques are applicable and appropriate when a case study is conducted, since case study methods involve an in-depth, longitudinal examination of a single event (Flyvjerg, 2006). It provides a systematic way of looking at events, collecting data, analysing information, and reporting the results. In the first place, the researcher explored the international and national driving forces behind the renewed interest in the enhancement of quality teaching and learning. Secondly, the researcher investigated student evaluation practices, both internationally and nationally, and thirdly, he determined which student evaluation measuring instruments are applied, internationally and nationally. Given the complexity of the student evaluation process, the unique and distinctive manner in which each of the various systems and measuring instruments in the United States of America, England, Australia, New Zealand and South Africa is managed, was found to be truly remarkable. The knowledge gained during the development and implementation of the paper-based student evaluation system at the CUT since 2001, has provided valuable insight into the development of an online student evaluation system. The researcher looked at the rationale behind the implementation of an online student evaluation system, traditional paper-based evaluations versus online student evaluation surveys, the outcomes of recently conducted studies on online surveys in the USA and Australia, the advantages of online student evaluation practices, and the challenges associated with online student evaluation surveys. The knowledge and insight obtained in this regard led to the development of a model for online student evaluation of teaching and module content at the CUT. The researcher argued that the ultimate challenge of online evaluations is to convince students that their active participation will enhance the quality of teaching and learning practices. He foresees that it is inevitable that online evaluations will eventually match and replace the traditional paper-based student evaluation system. The inclusion of signposts at the end of each section in Chapters 2, 3 and 4, which refers to the implications a specific section has for the whole student evaluation system, adds further value to the study. This single case study provides a detailed description of the student evaluation process at the CUT and the researcher’s interpretation of the case. It promotes a better understanding of student evaluation of teaching and module content at the CUT and facilitates informed decision-making.