The importance of feedback has been substantiated at Monash in the Quality plans and policy of the university. This paper looks at two main areas of evaluation, namely subject and teaching evaluations. The quality plan incorporates the existing teacher evaluations and the newly designed subject evaluations in the monitoring and feedback cycle. The approach to these two evaluations is different but same in that it asks for the input of the students. The difference is that in subject evaluations the approach has been to allow faculties to approach the design of their own feedback tool with the involvement of the Centre of Higher Education Quality (CHEQ) in an advisory and design role. The results obtained from such evaluations are ‘owned’ by the faculty. However, in teaching evaluations, there are presently 10 sets of questionnaires in various areas of teaching activities that are used universally throughout the university. The results from the teaching evaluations are however confidential and ‘owned’ by the lecturer or tutor. In both cases the feedback is primarily used for improvement purposes though evidence of teaching performance is required at Monash for promotions. There is however, some consideration being given for such evidence in performance management appraisals. This paper goes on to examine how CHEQ is involved in aspects of evaluation in the area of research

Keywords: Evaluation, Design, Subjects