sera conference 2012 student evaluations - making them work
TRANSCRIPT
“Student Evaluations – making them work”
Lawry Price
Roehampton University, London
Accompanying paper
The student experience
In pursuit of a quality student experience…….The use of a MODULE EVALUATION QUESTIONNAIRE (standardised and institutional-wide) focused on -
1. Me and this module2. The quality of teaching/supervision of this module3. The assessment and feedback of the module4. Academic support during this module5. The way the module was organised and managed6. Learning resources relating to the module7. Additional questions (provided by the
lecturer/module leader)8. Overall satisfaction with the module9. Additional Q’s on adjustments and a free text section
Planning & Organisation
• Relationship to the university’s Learning, Teaching & Assessment Strategy
• Established policy in preceding year
• Selection of 9 distinctive areas of questioning
• Planning/Steering group established
• Pilot study across two departments
• Process established – implemented Autumn 2011
Your opportunities to give feedback
• University surveys, informal feedback, results
• National Student Survey (final year)
• Programme rep report to Programme Board
• MODULE EVALUATION
Are you learning in a way which is effective for you at this stage?
How might you suggest we enhance the programme
overall?
What is the first year experience like? Have our
changes to assessment for
example worked?
Looking back, how
satisfied are you with your university
experience?
Why evaluate modules?
• Gives you the opportunity to tell us:
– what you think about your module
– what you thought was particularly good
– what you think could be enhanced
• Information provided used to:
– enhance modules
– understand more about your experience
– evaluate student responses to changes made
Anonymous - so please answer questions honestly
The evaluation forms…….
Were of benefit to -
• The university as a whole
• Individual Departments
• Programmes, Module leaders, individual tutors
• Students
• Planners at central university level
Outcomes & Lessons Learnt
• Integrity of the results
• Usefulness of specific feedback at different levels
• Students (and staff) buy-in that it is “truly anonymous” (Privacy Policy)
• Ongoing review specifically around question phrasing
• Organisation and management of the process key to success
