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SET information sessions 2012


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SET information sessions 2012
Mary Fitzpatrick and Angelica Risquez
Centre for Teaching and Learning
University of Limerick

Published in: Education, Technology
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SET information sessions 2012

  1. 1. Student Evaluation of Teaching Dr Mary Fitzpatrick Dr Angelica Risquez Centre for Teaching and Learning
  2. 2. Outline • Background and context on the SET system • How the SET system works • Use of the SET system in UL • Research and quality • What the SET system can provide for you as a lecturer • Best practice in relation to using the student feedback to benefit the student experience
  3. 3. What is SET? • System facilitated by the Centre for Teaching & Learning (CTL) • Professional development principles: voluntary, confidential, formative • Centrally administered within CTL – Week 1: e-mail to invite participation/online form available on CTL website – Week 3: registration closed – Week 5 – week 10: students surveyed
  4. 4. Questionnaire format • Standard questionnaire: lecturer items (10), module items (8), student items (7) • Qualitative comments • System move from paper-based to online platform (in 2009) • Faculty can compare their own ratings with the average of assessed lecturers in similar class sizes in their faculty
  5. 5. Further information
  6. 6. Who is involved in the process? Manager CTL Monitors and advises Educational Researcher downloads data, calculates scores, compiles the reports, aggregates data to the SET scores database and completes analysis and reports across departments and faculties at request Educational Developer interprets, analyses and provides individual feedback to the lecturers. Senior Administrator creates survey links, liaises with lecturers, monitors student response rates, and maintains the SET request database
  7. 7. Use of SET in UL • 451 lecturers have requested a SET evaluation between Spring 2007/08 and Spring 2010/11 • 32,658 students have participated in these. • 834 reports for each of the modules evaluated have been produced. • 1,951 modules were delivered by 902 individual teachers over both semesters of the 2010/11 academic year. • ~50% of our teaching staff and ~43% of our modules have been evaluated over the past 3.5 years.
  8. 8. How can you use SET? • Supportive formative feedback which helps you to see the teaching and learning environment through the eyes of your students • Helps to identify areas for improvement • Serves to endorse and reinforce the approach of excellent teachers.
  9. 9. Research and Quality • The CTL evaluates the SET system on an on-going basis – The current format of the SET questionnaire has been refined three times since 2002 in consultation with teaching faculty. – The CTL has repeatedly appraised SET by means of an open ended questionnaire to all teaching staff applying for evaluation (see Appendix 4 of the Institutional Report) • Scholarship publications (Moore and Kuol, 2005a; 2005b; 2007a; 2007b) • The findings from research and quality assurance will be used to draw up terms of reference for an external review of SET during 2012/13.
  10. 10. How can you use SET? • Interpret feedback carefully, recognising moderating factors such as class size, subjects taught, student seniority and previous performance. • Acknowledge the feedback received to the class - advise the students how you will act upon the feedback • The SET process is just one of a larger suite of professional development initiatives available to you
  11. 11. Best practice • Register for SET in Week 1 • Select an early week for feedback (week 5-7) which allows you time to engage with, and act upon, the feedback before the end of term • Discuss the feedback with your students – they can then see the value of providing such feedback.
  12. 12. References • Moore & Kuol (2005a): Students evaluating teachers: exploring the importance of faculty reaction to feedback on teaching. Teaching in Higher Education, 10, Issue 1, 2005, Pages 57 - 73 • Moore, S., & Kuol, N. (2005b). A punitive bureaucratic tool or a valuable resource? Using student evaluations to enhance your teaching. In G. O’Neill, S. Moore & B. McMullin (Eds.), Emerging Issues in the Practice of University Learning and Teaching. Dublin: AISHE. • Moore & Kuol (2007a): Retrospective insights on teaching: exploring teaching excellence through the eyes of the alumni. Journal of Further and Higher Education, 31, Issue 2, 2007, Pages 133 - 143 • Moore & Kuol (2007b): Matters of the Heart: Exploring the emotional dimensions of educational experience in recollected accounts of excellent teaching. International Journal for Academic Development, 12, Issue 2, 2007, Pages 87 - 98
  13. 13. Thank you Questions?