Translating Comments on Student Evaluations into the Language of Learning

Abstract

Written comments on student evaluations often seem idiosyncratic, lacking the power of numerical statistical data. These statements, however, may sometimes reveal intellectual challenges common to novice learners in our disciplines. Instructors can use these insights as part of a scholarly approach to teaching, making meaningful adjustments to future classes and informing curricular choices in productive ways. In this article we examine common student complaints in three particular situations: quantitative classes, writing-intensive courses, and classes taught using student-active formats. We discuss implications of these comments for faculty as they seek to promote students' intellectual development.Key words student evaluations . student learning . personal epistemology Student evaluations are the bane of many a faculty member's existence and an identified source of real faculty anxiety (Ameen, Guffey, & Jackson, 2002;Gardner & Leak, 1994). As instructors we invest time, energy, and self in our teaching. We naturally expect our students to appreciate how we have taught them and reward our "performance" with good marks. When these expectations fail to materialize, we are disappointed, confused, and angry. Our reaction can lead us to discount these sources of information and may even contribute to our disillusionment with the value of our work. Many authors have written Innov High Educ (2007) 31:279-286

Exploring open-ended responses and the implications for faculty development

“…"Faculty look at the written comments for anecdotal insights and, as often as not, for confirmation of their own great performance" (Benton, 2011, p. 44). However, the findings prove the belief by Hodges and Stanton (2007) that, at times, negative written comments may result from a lack of student awareness about their own learning processes. Brock, Van Roy and Mortelmans (2012) found that "positive comments are almost always more specific…findings in the current study show that students seem to take SETs seriously…they almost always give valuable specific improvement aspects" (p. 1131).…”

“…The literature revealed that interpreting written comments can be difficult because they appear to be a series of random unconnected statements on instructors, their teaching, and the education environment (Brock, Van Roy & Mortelmans, 2012;Hodges & Stanton, 2007). The data confirmed that framing the secondary data using the Seven Principles was necessary and useful.…”

“…The third informed action based on the research is that faculty need to communicate to the students that their open-ended responses, regardless if they are positive, negative or neutral, can be used to support course outcomes and support curriculum objectives. In SETs, student comments can yield more and useful information on important education issues and provide better insights in order to improve instructional practice (Alhija & Fresko, 2008;Hodges & Stanton, 2007;Smith & Welicker-Pollack, 2008).…”

“…The author attempted to make sense of what faculty received and perceived as their evaluation; they also analyzed that implications may have been made to suggest that administrators used the information already collected, by way of student course evaluations, to help plan and design faculty development activities and workshops that would actually help improve scores on student course evaluations. Hodges and Stanton (2007) asserted that, although qualitative responses on course evaluations can be confusing or even conflicting, this confusion can be a source of valuable information about course content and teaching strategies. The authors suggested that negative written comments often result from a lack of student awareness about their own learning processes.…”

“…Written comments can help identify portions of the learning process about which students require additional information and can thereby improve teaching effectiveness. Based on findings, Hodges and Stanton (2007) suggested that "evaluations may become a source of conversation with peers, adding substance to department assessment endeavors and curricular planning. Evaluations may be seen less as judgments of performance and more as insight into students' intellectual growth" (p. 285).…”