From student to professional dialogical evaluation – Theoretical considerations regarding the development of an evaluation for-mat

Dialogical Evaluations follow a qualitative research logic for the assessment and optimisation of a course. Genuine dialogues create a foundation for exchange between teacher and students, with a goal of deriving negotiated measures for optimising the course in the time remaining in the semester. Since its development and first implementation at the University of Bremen, Dialogical Evaluation has been used at several universities in various forms. One important distinguishing feature here is the role of evaluators (i.e., student or professional evaluators who also function as moderators and mediate between students and teacher), or in some cases the decision to exclude such a position. What are the consequences of such different configurations? Here, we will answer this question by drawing on a review of the evaluator stakeholder-position and the discourse on evaluation use. Finally, we will show the consequences of the use of dialogical evaluation findings.