<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>10</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ana Monteiro</style></author><author><style face="normal" font="default" size="100%">Cristina Pereira</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Student (formative) evaluations of teaching: Innovating to promote de facto improvements in teaching and learning in higher education</style></title><secondary-title><style face="normal" font="default" size="100%">EDULEARN 24 - 16th International Conference on Education and New Learning Technologies</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Continuous course improvement</style></keyword><keyword><style  face="normal" font="default" size="100%">Formative evaluation of teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">Quality in higher education</style></keyword><keyword><style  face="normal" font="default" size="100%">Student evaluations of teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">Teaching and learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://library.iated.org/view/MONTEIRO2024STU</style></url></web-urls></urls><publisher><style face="normal" font="default" size="100%">International Academy of Technology, Education and Development (IATED)</style></publisher><pub-location><style face="normal" font="default" size="100%">Valencia, Spain</style></pub-location><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">&lt;p&gt;&lt;span style=&quot;background-color:rgb(252, 252, 252); color:rgb(33, 37, 41); font-family:system-ui,-apple-system,segoe ui,roboto,helvetica neue,arial,noto sans,liberation sans,sans-serif,apple color emoji,segoe ui emoji,segoe ui symbol,noto color emoji; font-size:14.4px&quot;&gt;Student evaluations of teaching (SET), while a sensitive issue [1-2], have owned their right in Higher Education (HE). Quality of education is no longer an exclusive matter of educational authorities and professional managers [3], with focus shifting to the student, what is learned and what works in teaching and learning. In this regard, learning outcomes lay at the heart of quality evaluations and student feedback has been establishing as a central source of information [4-5].&lt;/span&gt;&lt;br /&gt;
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&lt;span style=&quot;background-color:rgb(252, 252, 252); color:rgb(33, 37, 41); font-family:system-ui,-apple-system,segoe ui,roboto,helvetica neue,arial,noto sans,liberation sans,sans-serif,apple color emoji,segoe ui emoji,segoe ui symbol,noto color emoji; font-size:14.4px&quot;&gt;SET commonly take the form of Likert type anonymous questionnaires, that students reply to at the end of a curricular unit [2]. While these provide valuable information on teaching and learning, they lack the formative input that could clarify students' responses and address areas for improvement. Open ended questions may tackle these aspects, but challenges remain, leaving the teacher with little to no information about the reasons behind students’ perspectives and how to address them [2]. On the other hand, actions taken seldom improve the experience in real time, benefiting only prospective students. Caution is also necessary to avoid conflating quality with student satisfaction.&lt;/span&gt;&lt;br /&gt;
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&lt;span style=&quot;background-color:rgb(252, 252, 252); color:rgb(33, 37, 41); font-family:system-ui,-apple-system,segoe ui,roboto,helvetica neue,arial,noto sans,liberation sans,sans-serif,apple color emoji,segoe ui emoji,segoe ui symbol,noto color emoji; font-size:14.4px&quot;&gt;This paper discusses methodologies to innovate SET, with the aim to contribute to a “thinking together culture” around quality teaching [2]. Based on a literature review and anecdotal evidence, a design for a methodology to collect students feedback for formative purposes, using a digital mural to facilitate discussions, is proposed, as well as a design for a pilot study. The study aims to evaluate the methodology’s potential to include student centered concerns in evaluations of teaching and learning that lead to de facto actions for improvement.&lt;/span&gt;&lt;br /&gt;
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&lt;span style=&quot;background-color:rgb(252, 252, 252); color:rgb(33, 37, 41); font-family:system-ui,-apple-system,segoe ui,roboto,helvetica neue,arial,noto sans,liberation sans,sans-serif,apple color emoji,segoe ui emoji,segoe ui symbol,noto color emoji; font-size:14.4px&quot;&gt;Taking advantage of the possibility to collect anonimous feedback that is shared, in real time, before an entire class, this methodology is expected to motivate students to express opinions and debate them with teachers. It aims to provide timely and significative qualitative feedback, allowing students and teachers to collaborate in finding pathways for improvements, on an ongoing basis. Continuous SET is expected to contribute to improve teaching practices in a timely fashion, reaching students where and when they need them.&lt;/span&gt;&lt;br /&gt;
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&lt;span style=&quot;background-color:rgb(252, 252, 252); color:rgb(33, 37, 41); font-family:system-ui,-apple-system,segoe ui,roboto,helvetica neue,arial,noto sans,liberation sans,sans-serif,apple color emoji,segoe ui emoji,segoe ui symbol,noto color emoji; font-size:14.4px&quot;&gt;The introduction of the paper briefly presents the topic and the relevance of developing knowledge on SET. The theoretical background presents a literature review, debating main concepts and identifying knowledge gaps. The methodology presents the approach to SET proposed and describes the design of the study. The paper ends with a reflection on expected contributions to de facto improvements of teaching and learning.&lt;/span&gt;&lt;/p&gt;
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