Abstract:

In higher education, student course surveys/evaluations have become a widespread strategy to assess teacher and course effectiveness in higher education institutions. Standardized surveying remains a preferred form to obtain student feedback on their teachers and courses. Even though student course evaluations are considered useful to improving course quality and to strengthen student-instructor relationships, having one standard survey fitting all programs is an questionable option. This paper proposes that evaluation surveys should be tailored to the specific learning outcomes in different courses. Therefore, understanding a customized approach is essential to improving the validity of the results produced from student course evaluations.