An expert in educational assessment has shared an insightful perspective on the importance of student engagement in evaluating tertiary lecturers’ performance.
Dr Victor Essien, a psychometrician, educational assessor, and programme evaluator, argued that the current system of lecturer promotions in Nigerian tertiary institutions falls short by largely ignoring the experiences and feedback of students.
In a detailed analysis obtained by Tribune Online, Essien explained how the emphasis on academic publications and conference attendance as metrics for lecturer advancement often leaves students overlooked. “Imagine a lecturer who shines at academic conferences but whose students feel unengaged and unsupported,” he noted, pointing out a disconnect between academic accolades and teaching effectiveness.
Essien stressed the need for a more balanced system that incorporates student feedback. He asserts that “Students are the direct recipients of a lecturer’s work they sit through lectures, complete assignments, and depend on their instructor for understanding. If these students are struggling, who is better to provide feedback on teaching effectiveness than the students themselves?”
He emphasised that quality education should be the primary goal of any academic institution, and this mission is compromised when students’ feedback is excluded from lecturer evaluations.
Drawing comparisons with advanced educational systems where student feedback is integrated into teacher evaluations, Essien argues that Nigeria’s tertiary institutions could benefit from a similar approach.
He noted that the goal isn’t to criticise educators but to offer constructive insights that enhance their teaching.
He said, “Student feedback encourages lecturers to focus more on classroom engagement, while research and publications should continue to hold value.”
He called on the tertiary institutions governing council and other stakeholders to consider implementing surveys to hear from students. “These surveys could evaluate various aspects of lecturers’ performance, including teaching style, approachability, and availability for support.”
He believes this balanced approach would allow lecturers to receive valuable feedback, ultimately helping them improve their methods and better serve their students.
As Essien puts it, tertiary institutions are not just centers for research and publishing; they are spaces for shaping lives and building the future.
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