This paper aims to explore the differences in the feedback scores of lecturers evaluated by diploma and degree students in a Malaysia private university. Currently, all students evaluate lecturers teaching at both the diploma and degree levels using the same set of questionnaires. As the entry requirements for the two classes of students are different, the feedback results do not fully reflect the teaching efficiency of the lecturers. An upward reweighting of the feedback scores of Diploma level lecturers to ensure more parity in the teacher evaluation process was proposed. University’s human resource policies need to be fine-tuned to take into consideration the differences between the two classes of students. The current system of not revealing the various component scores of the feedback process to the lecturers is counter-productive as lecturers do not know which aspects of their teaching need to be improved and which aspects are appreciated by students. For the feedback process to be effective, lecturers need to receive timely and substantive information about their performance.
