Evaluation of Teaching Practices
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Abstract
Abstract
Abstract Anonymised student evaluation is a university staple. The anonymity of the evaluation means that students are encouraged to leave feedback without ‘fear or favour’, which is believed to translate to an independent appraisal of teaching and is used in promotion assessments. From a restorative justice perspective, negative feedback on a teaching evaluation is evidence of conflict and is symptomatic of the failure to embed a restorative justice ethos into university teaching. We propose that the embedding of a restorative justice ethos into university teaching will greatly reduce, or even eliminate, conflict represented in negative comments on teaching evaluations and associated harm. Where conflict is still evidenced, we propose that the use of restorative justice conferencing, a face-to-face encounter between teacher and student, will allow for the resolution of harm evidenced/caused by negative feedback, and will allow for the strengthening of student-teacher relationships which is central to a university community.
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@article{Hamilton2026Anonymised,
title = {Anonymised Student Evaluation of University Teaching},
author = {Mark Hamilton and Sevda Clark},
journal = {The International Journal of Restorative Justice},
year = {2026},
doi = {10.1163/25890905-bja10023},
url = {https://doi.org/10.1163/25890905-bja10023}
}FAQ
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