A presentation from the Surveys for Enhancement conference 2012.
Analysis of the National Student Survey (NSS) has indicated problems with the use of quantitative results for assurance and enhancement. Forty structured Cognitive Interviews explored how students interpreted NSS items and what students referred to in constructing a response. The findings suggest that the NSS reflects known good practice in learning and teaching but also that: students refer to personal and peer characteristics; responses vary across different subject groups; and for some questions student interpretation is entirely different to typical staff interpretation. The presentation will reflect on related quantitative studies and discuss the implications for the NSS.
