Module Evaluation Questionnaires (MEQs) are an important source of student feedback on teaching and learning. They are also often relied upon as evidence cases for promotion and teaching. However, in their current form they suffer from low response rates reducing their usefulness and validity. Local practices have grown to address the need for feedback but they are inconsistent year on year or across the university. Existing research on teaching evaluations indicates that there are a source of bias and suggests careful design of MEQs
