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Lecturers are not assessed on student feedback alone

Ms Crispina Robert’s commentary has turned the spotlight on how teachers are assessed (“Lessons I learnt from teaching in a polytechnic”; Jan 3).

Student feedback is but one measure of the effectiveness of teachers, who are assessed in other ways, says the writer.

Student feedback is but one measure of the effectiveness of teachers, who are assessed in other ways, says the writer.

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Toh Tai Chong

Ms Crispina Robert’s commentary has turned the spotlight on how teachers are assessed (“Lessons I learnt from teaching in a polytechnic”; Jan 3).

Mr Maa Zhi Hong later raised issues associated with an overreliance on student feedback in assessing teachers (“Beware pitfalls of relying on student feedback to assess lecturers”; Jan 16).

Mr Maa rightly noted that in tertiary education, student feedback surveys are administered routinely after each module and can be a criterion for teaching awards.

Therein lies the worry that there is a bias towards more popular teachers, to the detriment of those who are stricter.

In higher education, teachers are keenly aware of this debate and we are clear that student feedback is but one measure of a teacher’s effectiveness.

The effectiveness of a teacher is about how adept he or she is at engaging students and delivering a lesson. There is no question that a teacher’s personality can play an important role.

But let me give the assurance that teachers are not assessed on this measure alone. Teaching effectiveness is a much broader concept that examines the impact of teaching in and out of the classroom.

In the university where I teach, we have gravitated to a more holistic approach to assessing teachers.

Lecturers are expected to reflect critically on their teaching practice to identify areas for improvement. In doing so, they should overcome their challenges systematically by using evidence-based approaches or consulting their colleagues.

Teachers are regularly peer-reviewed to ensure the effectiveness of their teaching materials and lesson delivery. During this process, the reviewers also examine how teachers have helped students to learn better.

Away from the educational institution, teachers are encouraged to contribute meaningfully to the wider community through research, experience-sharing, leadership and service to other educational partners. The goal is to help lecturers become more proficient at teaching.

At the core of this discussion, we should remember that good teachers always have their students’ learning needs and well-being in their hearts and minds.

Great teachers go a step further: They help others to grow.

ABOUT THE WRITER:

Dr Toh Tai Chong is a senior lecturer with the College of Alice & Peter Tan at the National University of Singapore.

Have views on this issue or a news topic you care about? Send your letter to voices [at] mediacorp.com.sg with your full name, address and phone number.

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