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Michelle Dalton, profile picture
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Seeing through learners' eyes

This document discusses best practices for gathering student feedback on teaching. It notes that feedback should be both quantitative and qualitative, and can be collected through both online and print surveys. While surveys should be as short as possible to encourage participation, open-ended questions allow for a broader range of student responses than pre-determined options. The feedback collected can then be used to identify student needs and make improvements at the module, program and university levels.

Education◦
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Seeing Michelle Dalton / UCD Library @mishdalton Through Learners’ Eyes
Why Student Feedback?
Self- reflection Scholarship Students Peers (Brookfield, 2002)
v a r i a t i o n
c o n s i s t e n c y
Best Practice?
“the less time it takes for a student to complete a survey, the more likely it is they will do so” (Nulty, 2008, p.305)
Quantitative? Collected & analysed more quickly “if all the items require a simple numerical rating then there will probably be less engagement” (Nulty, 2008, p. 305)
Qualitative? “the range of responses and ideas expressed are not limited to those designed by the lecturer” (Surgenor, 2010, [p. 3])
Student Satisfaction? “…is influenced by a wide variety of contextual factors that are not intrinsically related to the quality of teaching” :-( :-/ :-) :-| :-)) (Wiers-Jenssen et al., in Richardson, 2005, p. 403)
Self Rating? “undue modesty” of top performers poor performers often “think they are doing just fine” (Ehrlinger et al., 2008, p. 118)
“participants completing the web-based version left comments that were more than 50% longer” (Heath et al., 2007 p. 260)
“good practice to make feedback questionnaires available in a variety of formats for use by students with disabilities” (Richardson, 2005, p. 406) feedback
In Practice?
as short as possible open-ended & qualitative online (google forms) print (h-form layout) linked with descriptive class data
Positives Overall Rating Suggestions for Improvement Additional Comments 1 2 3 4 5 6 7 8 9 10
Identify & feed back student needs at: Module level Programme level University level not enough time earlier/later in semester more advanced sessions additional topics
T E A C H I N G
L E A R N I N G
thank you @mishdalton michelle.dalton@ucd.ie
References Brookfield, S. D. (2002). Using the Lenses of Critically Reflective Teaching in the Community College Classroom. New Directions for Community Colleges, 2002(118), 31. Ehrlinger, J., Johnson, K., Banner, M., Dunning, D., & Kruger, J. (2008). Why the unskilled are unaware: Further explorations of (absent) self-insight among the incompetent. Organizational Behavior and Human Decision Processes, 105(1), 98–121. doi:10.1016/j.obhdp.2007.05.002 Heath, N. M., Lawyer, S. R., & Rasmussen, E. B. (2007). Web-Based versus Paper-and-Pencil Course Evaluations. Teaching of Psychology, 34(4), 259–261. doi:10.1080/00986280701700433 Nulty, D. D. (2008). The adequacy of response rates to online and paper surveys: what can be done? Assessment & Evaluation in Higher Education, 33(3), 301–314. doi:10.1080/02602930701293231 Richardson, J. T. E. (2005). Instruments for obtaining student feedback: a review of the literature. Assessment & Evaluation in Higher Education, 30(4), 387–415. doi:10.1080/02602930500099193 Surgenor, P. (2010). UCD Teaching & Learning Toolkit, Gathering Feedback 3. Accessed 3rd April 2014 from http://www.ucd.ie/t4cms/UCDTLT0014.pdf.