Student evaluation of teaching and the use of mid-module review

1. Student evaluation of
teaching and the use of
mid-module review
Karen Fraser & Jonathan Cole, Queen’s University Belfast

2. Context
1st year Maths module delivered to 190 Engineering students running over 24 weeks
• Aims
• To build student confidence by encouraging them to take greater responsibility for their
learning with the use of self and peer assessment and through evaluation and reflection on
the quality of their work and learning.
• To increase the amount of time students spend actively working on tasks of an appropriate
difficulty
• To give students a framework to help them use some of the allocated independent study
time that the module allows for, productively
• Methodology
• Students are required to keep a log book for the duration of the module containing weekly
worksheets and they are also required to record feedback and reflection on their
understanding of the work
• Feedback is provided weekly (frequency) in the feedback class from other
students and from staff
• Feedback sessions were mandatory.

3. Learning outcomes
Module outcomes - there are only two for this module
• Identify and apply appropriate mathematical techniques for solving engineering problems;
• Evaluate and reflect on the quality of my own work and learning.

4. Why do it? (Lilly et al, 2010)
To check that:
• Students understand the relevance of the module
• There is a clear connection to the world of work
• Students can see staff acting quickly and in their interests to address their worries
• Early warning system of any issues shared by the class
• An opportunity to gauge what students … need to cover and/or review
• See whether they are engaging with the coursework, understand the assessments and
clarify issues before the end of the module
• See if delivery needs adjusting.

5. The process
• Electronic – using Survey Monkey
• Faced with potential change requests from students how do you intend addressing the issues? –
addressing the feedback is not always straight forward
• Communication is key
• Feedback to students as soon as possible and tell them what actions you are taking both short and
long term
• Most importantly involve students in the whole process –
The model should reflect students and staff in a “collaborative academic community” (University of Exeter, 2012)

6. Addressing the feedback – week 5 1st Semester
• 9 students wanted more help
• 7 students were not confident they would pass the exam
• 8 students did not understand the assessment criteria
• Leaving feedback on correct answers was a waste of time –
not necessarily correct – students should check for more
efficient methods.
• Cover only the difficult questions in class – correct.
• Didn’t like the layout of the log book – changed.
• Wanted full, detailed solutions on QOL – done.
• Access to past papers – already there, just needed pointed
in right direction.
• Lectures recorded – ongoing.
• Would like worksheets available straight after class.

7. Addressing the feedback – week 6 2nd Semester
• Opportunity to see others’ methods and working – helps to see different
ways to do questions.
• Helps to see solutions and not just answers.
• Improves teamwork and communication skills.
• Helps to keep all of my work in one place and track my progress – lots of
examples in one place.
• Better organised.
• Learning from peers / each other.
• Learning through explaining.
• Doing the worksheets reinforces knowledge and full understanding.
• Can see the correct solutions to questions I got wrong.
• Useful for revision.
• It makes you do the work as it is constantly assessed.
• I am up to date! Motivates me.
• Feedback is constructive and helpful.
• Makes each student want to improve each week.
• Ensures everyone practises questions.

8. .and then we went a little further - Focus groups!
• Non A level students
• Feedback sessions very helpful
• Nice to see others struggle!
• Good to see different ways of doing things
• Will make it neat because others will see my work
• Makes me do the work every week
• Resit students
• Change of delivery is great
• Learn from and wanted to impress Peers
• Improved a lot this year
• Would like logbooks in all modules
• Made me put in extra effort
• Would like the session longer
• A lot happier
• Helped with other modules
• Last year was daunting without constant feedback
• International students
• Not much help
• Increased confidence – same student!
• Worse if I didn’t go
• Would like this format in other modules
• Worried about 50% against reflection
• Would like the sessions in other modules
• Mainstream students
• Don’t like reflection
• Annoying
• Upsetting when don’t get it right
• Further Maths students
• Not benefited me but has others
• Cemented confidence
• Logbooks really helpful
• Don’t need Peer Mentors
• Waste of time

9. Discussion
 Staff concerns around mid-module reviews (10Mins)
 What should we be asking students? (10Mins)
 What do we do with the results? (10Mins)

10. Questions
Q1 We are almost halfway through 2nd semester, how do you feel you are coping with the Maths module so
far?
Q2 How have you found working in groups in the feedback sessions?
Q3 Are you confident that you will pass this module?
Q4 The assessment criteria for the module are clear
Q5 If you have found the feedback sessions have worked better for certain topics in the module, please
explain
Q6 Aspects of the teaching activities and methods that I have enjoyed include:
Q7 To improve my learning and enjoyment of the module, I would change the teaching activities and methods
by: