Assurance or Improvement: What Work Can Student Evaluation Most Effectively Perform?

Abstract

In this chapter, the use of the expansive learning cycle—centred on elevated use of qualitative student feedback data—will be critically analysed drawing on the empirical data generated by the two CHAT-informed, action research case studies reported in the preceding chapters. Specifically, the value of more collective forms of academic dialogue, based on qualitative student feedback will be assessed to determine if this acted as a productive disturbance toward collective pedagogical improvement. In the light of this analysis, the developmental potential of an elevated use of student feedback as a tool for expansive learning for teachers in higher education will be further assessed. This exploration will consider evidence that indicated the realisation of new ways of individual and collective functioning, the creation of new forms of pedagogical knowledge and of transformed approaches to academic teaching based on an expanded understanding of student learning. The chapter will also consider those factors identified in the research which served to limit the potential of this developmental approach.