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Student Feedback from Module/Course Evaluations John Sloman Economics Network.

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Presentation on theme: "Student Feedback from Module/Course Evaluations John Sloman Economics Network."— Presentation transcript:

1 Student Feedback from Module/Course Evaluations John Sloman Economics Network

2 Background Focus of this session –Student feedback on modules/teaching –Designing the feedback process timing, forms, formality –Responding to student feedback Changing context –NSS –Student fees: students expectations –Teaching as promotion criterion

3 Types of Evaluation Level of evaluation –Course/pathway evaluation University-wide forms Degree specific forms –Module evaluation Formal: paper-based or online –Use of standard forms –Types of question Quantitative/qualitative –Publication of details Use of results –Responding to the feedback

4 Types of Evaluation Informal module evaluation –Designed and administered by lecturer –Allows instant response by lecturer –Method In class Online questionnaire Discussion board on VLE Staff-student committees –What methods are built in for staff response to students views? PDPs –Mechanisms for sharing students PDPs with staff

5 Activity Look through the questionnaires and: (a) identify the optimum context for each one; (b) evaluate their suitability for this context.

6 Designing Module Evaluation When? –Length of module –End of module Not formative for current year/semester –Mid-module Autonomy in questionnaire design –Autonomy of department Departmental design meeting? –Autonomy of lecturer Designing the informal questionnaire –Responsibility of students In design and follow-up

7 Designing Module Evaluation Administering the process –Stressing importance to students Explain follow-up to results Illustrate ways in which results have been used in the past Guidance notes in student handbook –Building into lectures/classes Designing the questions –Satisfaction/dissatisfaction? –Reasons for satisfaction/dissatisfaction? –Students views on solutions

8 Designing Module Evaluation Types of questions –Design and organisation of course –Difficulty –Interest –Workload –Clarity of objectives and expectations of students –Assessment: level, amount, appropriateness –Support materials, systems and facilities –Quality of lecturer Presentation and clarity Interest Organisation Use of audio visual aids Accessibility Feedback

9 Designing Module Evaluation Balance of closed and open questions –Simplicity –Clarity of question –Ease of completion –Time taken to complete each question –Usefulness to lecturer –Ease of presenting and analysing results –Information on which conclusions can be drawn about causes and solutions Length of questionnaire –Balancing amount of information sought with time and energy to complete

10 Responding to Results Reporting results to students –By lecturer –At staff-student committees –Online Explaining how results are being acted on –Course design –Lecturer practices –Staff expectations of students

11 Responding to Feedback (a) How does your university/department follow up on questionnaire results? (b) How would you personally respond to negative feedback over (i) teaching style; (ii) course content?

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