Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/59139
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Type: Journal article
Title: The relationship between student understanding, satisfaction and performance in an Australian engineering programme
Author: Walker, D.
Palmer, E.
Citation: Assessment and Evaluation in Higher Education, 2011; 36(2):157-170
Publisher: Carfax Publishing Ltd
Issue Date: 2011
ISSN: 0260-2938
1469-297X
Statement of
Responsibility: 
D.J. Walker and E. Palmer
Abstract: It has often been suggested that actual or anticipated final grades may influence the ratings given by students in student experience surveys but few studies have been able to test this using actual grades. A study was carried out involving six courses over all four year levels of an undergraduate engineering programme, where students were asked to identify themselves in an experience survey by providing their student ID on the survey form. The aim of the study was to investigate a number of questions related to the readiness of students to identify themselves, and to examine any correlation between final examination grades, ratings of student satisfaction and the students' perception of their level of understanding of material in their courses. Students were discovered to have a poor idea of how well they understand the concepts presented in their courses. This lack of an accurate idea of their own understanding is particularly important because 'student understanding' correlated to the ratings they gave to the course. Ratings were largely unaffected by final marks but students who gave their ID outperformed those who did not in end-of-year examinations. Higher year level students were more inclined to identify themselves and ratings tended to increase with year level.
Keywords: evaluation of learning and teaching; student satisfaction; student understanding; surveys of learning and teaching
Description: First published online: 21 Oct 2009
Rights: © 2009 Taylor & Francis
RMID: 0020096459
DOI: 10.1080/02602930903221451
Appears in Collections:Centre for Learning and Professional Development publications

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