Playing broken telephone with student feedback: the possibilities and issues of transformation within a South African case of a collegial rationality model of evaluation

Dina Zoe Belluigi


Drawing on the case of a small South African university which espouses a social justice approach to transformation, this chapter considers the possibilities and challenges created for student feedback within an institutional context that gives the individual lecturer a large degree of autonomy in evaluation. The chapter looks at some of the dominant perceptions of student feedback in addition to how it is collected and utilised, by referring to the institution’s policies and guideline documents; institutional research conducted with course coordinators; ...

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