A critical part of the evaluation cycle is not only acting of feedback: it is also acknowledging its value so students clearly see its significance as a means of improving teaching and learning outcomes. If students cannot see the value of evaluation, what they contribute has the potential to be superficial, rushed or ill-conceived.
This is essential to building the credibility of the evaluation process, thereby potentially improving the engagement of students in subsequent evaluation processes. Most students recognise that courses are constantly being improved and demonstrating their role in identifying opportunities for change can only enhance learning environments. Some possible strategies include:
Discussing with new students the outcomes of previous evaluations and course changes made as result;
Alerting students to areas where previous evaluations have illustrated potential difficulties, useful resources or specific approaches;
Publishing student feedback for further discussion;
Acknowledging the student voice in curriculum reform or redesign;
Ensuring occasional, mid-semester or summative evaluation is positively introduced as an important element of improving teaching and learning;
Student time in evaluation is not characterised as wasted effort or process driven, but is explicitly cast as significant and influential.