HE Course and Module Evaluation Conference -
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Transcript of HE Course and Module Evaluation Conference -
Taking Course evaluation back to basics
Just what are we evaluating and why?
Scene setting
Student population– Undergraduate 19,096– Postgraduate Taught 5,147
4 Colleges– Arts– Medicine, Veterinary and Life Sciences– Science and Engineering– Social Sciences
Total of 19 Schools and 9 Research Institutes
Course evaluation
Session 2012-13 - EvaSys piloted– 1 School per College
Working Group established to review
Recommendations:• EvaSys rolled out on a voluntary basis• Review of course evaluation
Issues
• Not compulsory to use questionnaires for course evaluation
• Previously introduced standard questionnaire – lasted one year!
• Large and varied means of evaluating courses
• When questionnaires were being used – a wide assortment of areas and questions were being asked.
Just what are we evaluating?
What do we use course evaluation to evaluate?
Areas evaluated
• The relevance of the course?• The student experience on the course?
• The teaching content?
• The quality of teaching?
• The assessment methods?• The ‘popularity’ factor?
Then, there is…..
Areas evaluated
• Assessment of dissertation/project supervisors
• Assessment of placements
• Assessment of learning and teaching support
• Assessment of accommodation
• Assessment of laboratories, seminars• Assessment of GTAs• Assessment of feedback received
What do we do wWhat do we do with the information?
• Management overview/auditing purposes• Provide feedback to lecturers
• Provide feedback to course organisers and programme directors
• Provide feedback to Head of School, Head of College
• Provide information for marketing purposes• Provide feedback to students!
Working Group on course feedback questionnaires
• To identify the purpose of course evaluation
• The nature of feedback processes
• Consideration of the use of questionnaire data
• Administration of feedback processes
Summative
• To provide a snap-shot of the past, a description of how the course ran
• To highlight existing good practice
• To highlight exceptional quality that can be referred to in marketing and recruitment activities
• To recognise teaching as evidence for teaching excellence awards or promotion.
Formative
• To help identify where improvements can be made, and where there are unexpected problems that need to be solved
• To ensure that the quality of teaching is sustained and improved
• To identify where teaching staff might need additional support or resources
• To demonstrate the use of feedback practices across the university for the purposes of audit
Purpose of Course Questionnaire evaluation
Reviewed 300 questions!
Discussed questionnaire design
Course feedback evaluation questionnaire
• 5 core questions to be used on all questionnaires
• Teaching and course evaluation to be reviewed separately
• Optional question sets to survey different aspects
Core Question Set
CORE1a. The lecturer explained things well. • Strongly Agree □ □ □ □ □ Strongly Disagree• or• CORE1b. My project/dissertation/placement supervisor was helpful. • Strongly Agree □ □ □ □ □ Strongly Disagree• CORE2. The course was intellectually stimulating. • Strongly Agree □ □ □ □ □ Strongly Disagree• CORE3. I am satisfied with the overall quality of the course. • Strongly Agree □ □ □ □ □ Strongly Disagree• CORE4. What was good about the course?• OPEN• CORE5. How could this course be improved?• OPEN
Clarify what is being evaluated: Other Question sets
• Teaching Quality set (9 qns)
• Course Quality set (9 + 5)
• PGT set (4)
• Expectation/Marketing set (5)
• Ad hoc set (up to max 22 qns)
What to do with the information?
• Course– Improving course design– Involving students with curriculum design and
development
• Teaching– Improving teaching – Provide source for recognition and award of
teaching
• Feedback– Improving student feedback
Linkage to other processes
• P&DR and Recognition of Excellent Teachers
• Annual Monitoring
• Internal Subject Review
• Marketing
Moving Forward
Establishment of Advisory Board– Strategic overview
– Review potential developments and linkages to other processes
– Identification and dissemination of good practice
– Update and revise policy as required
And Finally….
Any questions?
Catherine Omand
Senior Academic Policy Manager
Senate Office