Students’ Feedback on Teachers’ Classroom Delivery vis-a-vis Quality of Teaching and Internal Evaluation System

Abstract

In normative sense, feedback of students improves teachers’ skills. In fact, qualified teachers won’t take in students’ comments as critical, but as useful propositions on how to better dole out their requirements. Using students as an avenue for professional development is a swift and unproblematic way to craft adjustments in teaching on daily basis. However, the pre-requisites for the realization of this sense of students’ feedback, i.e., professionalism in both the parties with high level of honesty in giving and taking, have been turned to be the points of concern leading to distortions in quality of teaching and evaluation system. Alternatively, negative interpretation of students’ feedback has been proved to be fatal in many cases diluting the very objective of the concept, i.e., quality teaching and due recognition to merit. On the backdrop of the negative interpretation of students’ feedback, this paper tries to uncover the brutal consequences that have been experienced or likely to be experienced in our periphery damaging the sanctity of higher education system, particularly in Programmes of Management Education in India.