Student evaluation is necessary to improve our public universities

It is surprisingly depriving for our students that public universities in Bangladesh do not provide the scope of student evaluation. The relationship between student evaluation and protecting the autonomy of students is something that needs to be explored. In other words, it needs to be identified how the failure to provide a policy that supports student evaluation leads to institutional domination in public universities.

The global standard is for higher educational institutions to provide opportunities for students to assess their learning experience and outcomes through student evaluation. Student evaluations are necessary to ensure student-centred learning rather than teacher-centred learning. Nevertheless, there is a substantial lack of fostering student-centred learning in public universities in Bangladesh.

In general, student evaluation is important for a few reasons. First, student evaluation can help promote accountability and continuous improvement within the university. Universities illustrate a commitment to meet the needs and expectations of their students by consistently pursuing and considering student feedback. This strategy is evidently proven to work continuously to improve the quality of their educational contributions.

Second, student evaluation often provides significant insights and feedback to instructors and administrators about the efficacy of a course or programme. It helps in identifying areas of strength and areas for improvement. Consequently, this scheme can inform decision-making and the development of innovative pedagogical approaches.

Student evaluation often provides significant insights and feedback to instructors and administrators about the efficacy of a course or programme. It helps in identifying areas of strength and areas for improvement.

Third, student evaluation can provide a means for students to voice their opinions and concerns about their educational experiences – which protects their autonomy. In turn, such evaluation can help instructors and administrators understand how to better meet the needs of their students and also what they want. Unfortunately, public universities in Bangladesh do not execute a policy supporting student evaluation.

What is the relationship between depriving students in such a way and institutional oppression? Institutional oppression in public universities in Bangladesh refers to "systemic discrimination and disadvantage" faced by certain groups. This systematic bias may occur due to societal structures and practices that favour certain groups over others. To be more explicit, institutional oppression involves favouring a policy for teacher-centred learning instead of student-centred learning.

The policy for an exclusive teacher-centred learning can be characterised by a distinct kind of institutional oppression. Institutional domination in the context of public universities due to the lack of a policy for student evaluation is different from economic and social discrimination.

In its simplest form, many students from marginalised groups, such as minorities, and the poor, face significant barriers to access to education and success in higher education leading to economic discrimination. Moreover, social discrimination is another form of institutional oppression that affects certain groups in public universities in Bangladesh. For example, students from minority groups may face stigma and discrimination in their daily lives. They may even be excluded from certain social activities or opportunities.

On the other hand, promoting a policy for teacher-centred learning only involves institutional coercion. Accordingly, students face systematic discrimination, and the very nature of this domination is, clearly, distinct from social or economic discrimination in public universities.

However, the dominant policy of teacher-centred learning in public universities in Bangladesh indicates that institutional oppression in public universities is a complex issue. The lack of a policy for student evaluation affects students substantially. A just higher education system should incorporate a broader outlook that includes insights from students.

Public universities are autonomous and may have more flexibility in terms of their shared decision-making and functions. However, this autonomy also carries with it a responsibility to ensure that they are meeting the needs and expectations of their stakeholders, including students.

Therefore, executing a policy for student evaluation requires a rigorous effort to demolish the systems and practices that perpetuate discrimination and disadvantage in public universities. Any reasonable academic would recommend, thus, implementing a student-friendly policy immediately within public universities to foster student-centred learning. This will enable not only strengthening the voices of students, but also promoting equality and justice for all in our higher education.

Asmat Islam is lecturer, Department of Philosophy, Jagannath University.