Dear Mark,
I’m actually giving a talk on something pretty similar to this at a conference in Dubai next week entitled “Full Online Student Modules Feedback Questionnaire: Influential Capabilities on Intuitional Decision-making
Processes”. I have attached the conference flyer just to let you see what’s being delivered/discussed.
In short, during the talk I’ll be mentioning about how we close the feedback loop by embedding action plans into the departmental Annual Programme Reviews (APRs). Programme leaders are expected to comment on
student feedback from various avenues and state any actions they intend to take in the coming academic year.
|
B 1 |
Student feedback |
|
Please comment on any notable issues arising out of individual module feedback, staff-student liaison committee meetings, students’ responses to module questionnaires, exit questionnaires, as well as informal
feedback obtained over the past year with regards to student satisfaction and support for learning. Please also indicate what actions you have taken in response to this feedback. Any comments should be anonymized.
|
|
This may be the same for other UK HEIs but we find this is a good way of ensuring that feedback is being acted on as this information will be made available to External Examiners who can then use it as a tool
to ensure departments have actually done what they said they would. They could do it by, for example, comparing year-on-year. The University Learning and Teaching Committee (ULTC) prepare a summary report of all APRs for the year with action points and these
too are discussed at the ULTC and passed on to externals.
We use a particular software to capture student feedback on their modules and teachers each semester, and it allows for students to select their own teachers in a team-taught module and provide individual feedback.
Sometimes they have two teachers on a 6-teacher-taught module as would be the case with for example EAP classes and they can select each one individually and offer feedback on each one.
Not sure if I am being helpful if not to you then maybe to the SEDA community but I hope so.
Best wishes
James
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Dr. James M. Wilson (PhD, FHEA, FIfL),
Director,
Academic Enhancement Centre,
Centre for Academic Affairs,
Office 1160B, Central Building,
Xi’an Jiaotong-Liverpool University (XJTLU),
No.111 Ren'ai Road,
Dushu Lake Higher Education Town,
Suzhou Industrial Park, Jiangsu Province,
P R China 215123.
Phone: (0086) 0512-81880416
Mobile: (0086) 0512-13771927343
Skype: james.wilson47
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
From: Online forum for SEDA, the Staff
& Educational Development Association [mailto:[log in to unmask]] On Behalf Of
Mark Atlay
Sent: Thursday, October 29, 2015 2:05 PM
To: [log in to unmask]
Subject: Students as part of 360 Feedback
Dear SEDA colleagues
We’re currently considering how we might involve feedback from students in a more considered and structured way as part of revised staff review processes and I would be interested to hear from anyone who has tried (successfully
or unsuccessfully) to utilise student feedback in this way and of any innovative (and effective) mechanisms. I should say that we already undertake module evaluations of all modules but these are often team taught so the feedback gained is not specific.
I am aware that there are mixed views about whether students can give effective and meaningful fspamdiagnthe difference between being kept entertained and supporting deep learning that may not be appreciated until after the module has ended for example) but
your thoughts and examples would be most helpful.
Thanks in anticipation
Mark
Mark Atlay PFHEA, NTF
Director of Academic Development
University of Bedfordshire