Student feedback on courses has been a standard feature of university life for several years, with a substantial research backing to it (see, for example, reviews by Marsh, 1987; Marsh and Dunkin, 1992). Most feedback systems endeavour to serve more than one purpose, with student feedback forming part of the evidence used by: individual teachers to improve teaching, heads of departments to monitor and guide individual teachers, especially part-time teachers, and course leaders for course development.
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