Communicating student evaluation of teaching results: Rating interpretation guides (RIGs)

Ruth Neumann*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

51 Citations (Scopus)


In the past decade student evaluation of teaching has expanded within Australian universities, with the results of evaluations increasingly being used to make judgements about teaching quality, career advancement and the funding of teaching. An important component of any student evaluation of teaching system is, therefore, the communication of rating results in a manner that enables fair and meaningful interpretations and comparisons of results by the wide range of evaluation users. This paper describes the development in one Australian university of Rating Interpretation Guides (RIGs) which take into account the influence of different teaching contexts on ratings and encourage evaluation users to explore ratings in terms of a range of scores rather than focusing on a single mean score. RIGs represent an important innovation in the communication of evaluation results for both formative and summative evaluation purposes. They are designed to enable meaningful interpretations of ratings which in turn will encourage appropriate use of results.

Original languageEnglish
Pages (from-to)121-134
Number of pages14
JournalAssessment and Evaluation in Higher Education
Issue number2
Publication statusPublished - 2000


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