Aim 3:

Understand how- in what ways- the contemporary work on a student learning perspective (of which Ramsden's work is offered as an example) substantially enhances our ability to understand the place of evaluation in scholarly teaching, and to make important distinctions regarding the kinds of evaluation carried out in our institutions.

• Ramsden, Chapter 11

Notice Ramsden's skeptical stance in his section "The strange lure of the student rating instrument".

Another issue of possible confusion but not much attention is the distinction (or even whether and how a distinction can be made) between "teaching" and "subjects-courses-programs" in evaluation practice. Can one somehow evaluate a teacher's work in complete isolation from the question of the quality of the course he or she is given to teach? Can one evaluate a course, subject or program, in total isolation from the question of how well, or badly, teachers have implemented it in a given year? These are rich issues to debate amongst colleagues.