More Related Content
Recently uploaded
Recently uploaded (20)
Featured
Featured (20)
SET instruments
- 1. Student evaluation of teaching (SET) • Student Evaluation of Educational Quality (SEEQ, 2001) • Experience of Teaching and Learning Questionnaire (ETLQ, 2002) • Shortened Experiences of Teaching and Learning Questionnaire (SETLQ, 2005) • IDEA Teaching essentials • IDEA Diagnostic • National Student Survey (NSS) • Module evaluation
Editor's Notes
- SET - student evaluation of teaching SETs are proposed as one of the means of evaluating quality teaching in (HEIs) Module evaluations are a classic example of SET methodology. SETs are supposed to stimulate teachers to reflect on their teaching practice and plan concrete actions for improvement as part of a faculty development programme The Student Evaluation of Educational Quality Questionnaire (SEEQ) student perception of teaching is one of the most thoroughly developed and widely used student feedback questionnaires in the USA with a robust factor structure, excellent reliability and reasonable validity. Student feedback questionnaires used in the UK rarely have these desirable characteristics. The SEEQ is recommended for use in the UK where reliability and comparability are important. CEQ student perception of teaching sdeveloped by Paul Ramsden and now used extensively in Australia as we use NSS – 5 months after students complete a course 24 statements - assumes a learning environment where students experience good teaching supported by useful qulaitiave so formative feedback ‘good teaching’, students are clear about the standard of work expected ‘clear goals’ workload is manageable ‘appropriate workload’, assessment focuses on understanding – not just recall –’appropriate assessment’ and the development of graduate attributes ‘generic skills’ student learning experience in areas of teaching, expected standards, assessment, workloads and development of generic skills ETLQ -Economic and Social Research Council Teaching and Learning Research Programme January 2001 to June 2005 to develop subject-specific conceptual frameworks to guide institutional and faculty or departmental development of teaching-learning environments 1. Approaches to learning and studying, 2 Experiences of teaching and learning, 3 Demands made by the course unit, What you learned from this course unit SETLQ Improved and condensed iteration of the previous to include (surprise ) benchmarking and motivation in terms of establishing expectations and student reasons for taking teh course and some additional/refined questions throughout – still worth considering both for a breadth of questions Idea QUESITONNSIRES OFFER QUESIOTNS FOR RATING TEACHING AND STUDENT PROGRESS AGAINST ELECTED LEARNIGJ OUTCOMES. What we can see from all these examples is that they are much more specific and detailed than much of the MEQ we currently use. Choosing questions which fit our educational philosophy and that are examples of - ‘low inference’ questions that refer to specific teacher behaviours, such as the promptness of their feedback, are much easier to interpret. All of these examples have been used across the sector and internationally and are recognised for reliability and validity.