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Working with SETU

Working with SETU

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  • 1. 1Working with SETUStuart PalmerInstitute of Teaching and Learning
  • 2. 2A context-free SETU comment“I found that Stuart seemed to becomplacent about this unit, hislectures where not worth turning uptoo, as it involved sitting therelistening to him talk from the unitguide, which I did by myself at homeanyway.”
  • 3. 3Student evaluation of teaching (SET)Work by Ramsden and others in the 1980s(re-)established a link between studentperceptions of their learning environment and:> the level of their engagement with theirstudies; (hence, generally,)> the ‘quality’ of their learning/outcomes
  • 4. 4Student evaluation of teachingReflecting the contemporary understanding ofthe multi-faceted nature of quality and thefinding that it is the entirety of the universityexperience that contributes to the student‘course experience’, virtually all authorsexamining the value of the SET processrecognise that SET data are only one of manysources of information that should be calledupon when evaluating teaching
  • 5. 5Evaluation of teachingOther valuable data sources include:> objective measures of student learning (suchas unit marks)> reflective (self) assessment of teachingperformance (what worked, what didn’t)> peer assessment of teaching> student focus groups
  • 6. 6Evaluation of teaching> etc. …maybe Facebook?
  • 7. 7Interpreting SETUUSA Today has come out with a newsurvey - apparently, three out of everyfour people make up 75% of thepopulationDavid Letterman
  • 8. 8Interpreting SETU> a reasonable number of responses;> a reasonable overall response rate; and> a reasonably equal rate of responsesbetween campuses…provide some confidence that the surveysample is representative
  • 9. 9Consistency> a small standard deviation on a mean item ratingestimate indicates that most respondents were inagreement> a large positive difference between the proportionestimates of agreement and disagreement indicatesthat substantially more students agreed> if the written open-ended comments reveal common,repeated themes, these are worthy of furtherinvestigation> etc.
  • 10. 10Discrepancy> a small number of ratings that are different from themajority can influence the reported mean estimate> a small number of adverse comments that seem atodds with the majority of written feedback areprobably not worth losing a lot of sleep over> a rating in one item that is significantly different fromthe others in the SETU results for the same unitmight be an indicator worth investigating further> etc.
  • 11. 11Interpreting SETU – in generalSETU is only one measure of the ‘quality’ ofteachingSETU is a pretty blunt instrumentUsed in an rational manner, the quantitativeand qualitative results from SETU can be an aidin the evaluation of teaching and learning
  • 12. 12Interpreting SETU – in generalThe larger the number of responses, the morereliable the dataTrends (as long as they are real) can beinformative
  • 13. 13Mean SETU responses 2003-20042.533.544.51 2 5 6 17 18SETU questionMeanrating2003(n=51, 17%)2004(n=73, 42%)2005(n=47, 32%)2006(n=32, 37%)1 The teaching staff of this unit stimulated my interest in further learning.2 The teaching staff of this unit motivated me to do my best work.5 This unit was well taught.6 I had a clear idea of what was expected me in this unit.17 I would recommend this unit to other students.18 The use of on-line technologies in this unit enhanced my learning experience.
  • 14. 14Mean SETU responses 2003-20051 The teaching staff of this unit stimulated my interest in further learning.2 The teaching staff of this unit motivated me to do my best work.5 This unit was well taught.6 I had a clear idea of what was expected me in this unit.17 I would recommend this unit to other students.18 The use of on-line technologies in this unit enhanced my learning experience.2.533.544.51 2 5 6 17 18SETU questionMeanrating2003(n=51, 17%)2004(n=73, 42%)2005(n=47, 32%)2006(n=32, 37%)
  • 15. 15Mean SETU responses 2003-20051 The teaching staff of this unit stimulated my interest in further learning.2 The teaching staff of this unit motivated me to do my best work.5 This unit was well taught.6 I had a clear idea of what was expected me in this unit.17 I would recommend this unit to other students.18 The use of on-line technologies in this unit enhanced my learning experience.2.533.544.51 2 5 6 17 18SETU questionMeanrating2003(n=51, 17%)2004(n=73, 42%)2005(n=47, 32%)2006(n=32, 37%)
  • 16. 16Mean SETU responses 2003-20051 The teaching staff of this unit stimulated my interest in further learning.2 The teaching staff of this unit motivated me to do my best work.5 This unit was well taught.6 I had a clear idea of what was expected me in this unit.17 I would recommend this unit to other students.18 The use of on-line technologies in this unit enhanced my learning experience.2.533.544.51 2 5 6 17 18SETU questionMeanrating2003(n=51, 17%)2004(n=73, 42%)2005(n=47, 32%)2006(n=32, 37%)
  • 17. 17Mean SETU responses 2003-20051 The teaching staff of this unit stimulated my interest in further learning.2 The teaching staff of this unit motivated me to do my best work.5 This unit was well taught.6 I had a clear idea of what was expected me in this unit.17 I would recommend this unit to other students.18 The use of on-line technologies in this unit enhanced my learning experience.2.533.544.51 2 5 6 17 18SETU questionMeanrating2003(n=51, 17%)2004(n=73, 42%)2005(n=47, 32%)2006(n=32, 37%)
  • 18. 18Mean SETU responses 2003-20051 The teaching staff of this unit stimulated my interest in further learning.2 The teaching staff of this unit motivated me to do my best work.5 This unit was well taught.6 I had a clear idea of what was expected me in this unit.17 I would recommend this unit to other students.18 The use of on-line technologies in this unit enhanced my learning experience.2.533.544.51 2 5 6 17 18SETU questionMeanrating2003(n=51, 17%)2004(n=73, 42%)2005(n=47, 32%)2006(n=32, 37%)
  • 19. 19Mean SETU responses 2003-20062.533.544.51 2 5 6 17 18SETU questionMeanrating2003(n=51, 17%)2004(n=73, 42%)2005(n=47, 32%)2006(n=32, 37%)1 The teaching staff of this unit stimulated my interest in further learning.2 The teaching staff of this unit motivated me to do my best work.5 This unit was well taught.6 I had a clear idea of what was expected me in this unit.17 I would recommend this unit to other students.18 The use of on-line technologies in this unit enhanced my learning experience.
  • 20. 20SETU teaching comments“I found that Stuart seemed to becomplacent about this unit, hislectures where not worth turning uptoo, as it involved sitting therelistening to him talk from the unitguide, which I did by myself at homeanyway.”
  • 21. 21SETU teaching comments> An exceptionally hardworking teacher. Alwaysresponding promptly to enquiries. Thank you Stuartfor your efforts.> Excellent teaching of course work> Excellent teaching, great feedback, showed interestin progress. Best I have come across.> Good lecturer.> Great course content and well delivered
  • 22. 22SETU teaching comments> It was good how Stuart used videos to illustratethings in the real world. His lectures are wellstructured as all the unit material is covered inlecturers which are always informative. It was nice toget the reminder email about assignment1 and 3, thisshows he has compassion towards the students.> The lectures were good and didnt drag on too much.> The teaching support offered as part of this unit wasexcellent.
  • 23. 23SETU teaching comments> This unit was very well taught. I could not fault anypart of it.> Very easy to listen to, and teaches well> Very promptuos lecturer> Well structured class.> very interesting to listen to and knows how to teach.was very helpful to me when i had questions> very well taught, easily understood, madde the unitenjoyable.
  • 24. 24SETU teaching comments> Yes stuart palmer is dedicated lecturer who is willingto help and puts an effort into helping students. Hislectures cover alot of content with plenty of examples.> Good uses of informations and extra material to helpget a point across> sometimes it feels very long to has class for 2 hours.
  • 25. 2522.533.544.55WelltaughtMaterialsWorkloadRequirementsFeedbackLibraryRecommendOnlineOKO/lenhancedFacultySchoolPrereqSimilarUnit
  • 26. 2622.533.544.55WelltaughtMaterialsWorkloadRequirementsFeedbackLibraryRecommendOnlineOKO/lenhancedFacultySchoolPrereqSimilarUnit
  • 27. 2722.533.544.55WelltaughtMaterialsWorkloadRequirementsFeedbackLibraryRecommendOnlineOKO/lenhancedFacultySchoolPrereqSimilarUnit
  • 28. 2822.533.544.55WelltaughtMaterialsWorkloadRequirementsFeedbackLibraryRecommendOnlineOKO/lenhancedFacultySchoolPrereqSimilarUnit
  • 29. 2922.533.544.55WelltaughtMaterialsWorkloadRequirementsFeedbackLibraryRecommendOnlineOKO/lenhancedFacultySchoolPrereqSimilarUnit
  • 30. 3022.533.544.55WelltaughtMaterialsWorkloadRequirementsFeedbackLibraryRecommendOnlineOKO/lenhancedFacultySchoolPrereqSimilarUnit
  • 31. 3122.533.544.55WelltaughtMaterialsWorkloadRequirementsFeedbackLibraryRecommendOnlineOKO/lenhancedFacultySchoolPrereqSimilarUnit
  • 32. 321.522.533.544.5200520062007
  • 33. 331.522.533.544.5200520062007
  • 34. 341.522.533.544.5200520062007
  • 35. 35Using SETUThe circumstances, context and influences on aparticular unit are individual in natureStandard, boilerplate responses probably aren’tthat usefulSETU might offer some insights of value
  • 36. 36Online PD materialswww.deakin.edu.au/itl/pd/tl-modules/scholarly