You’re better than you think you are: A comparison of lecturer and student rated evaluations of teaching on a Professional Doctorate training programme

Student evaluation of teaching content and delivery has been undertaken at the University of Surrey for many years. Typically students complete Module Evaluation Questions (MEQs) at the end of each teaching module. Feedback from the MEQs is provided to teaching staff and this contributes towards individuals’ assessment of their appraisal targets, and to course convenors to help the ongoing development of course materials and staff development. Trainees attending the PsychD Clinical Psychology Doctorate programme complete a “Feedback on Learning” questionnaire (based on the standard university MEQ) on a weekly basis for each lecture they attended. While the evidence base for student assessment of leaning is well founded, the university does not at present seek to understand lecturers own reflection on their delivery of teaching. By determining differences and commonalities between educators and students experiences of teaching, it is hoped that we may identify areas for further staff development and training, and to facilitate regular reflection of teaching performance from staff.