EVALUATING TEACHING - Strathmore University

The feedback will cover:
• The learning environment: physical virtual and psychological
• Challenges the students are facing in learning the unit
• Library provisions (Adequacy, relevance etc)
• Student learning experience
• Recommendations on the way forward.
Class representatives
The class representatives are in charge of issues affecting the learning of the whole group, not
just one module. The class representative will be a member of the school/faculty’s teaching and
learning committee (See guide to quality teaching and learning).
The class representatives will get general feedback on the subjects from the seven/five/three
module leaders, which can be discussed at faculty/schools’ T&L committees or with the subject
leader (lecturer in charge of the subject).
Student council academic representatives
They will be members of the university’s Teaching and Learning, committee (ADU). Any
academic related issues affecting the whole university from the class representatives can be
discussed at ADU meetings.
d). Self-evaluation and peer evaluation
A simple but effective form of self-evaluation by a course/module team is for them to undertake
the same form of evaluation undertaken by the students, i.e. to complete the same questionnaire,
or to conduct a self-evaluation using the same format of a structured group interview. The degree
of harmony between the staff responses and the outcomes of the students' evaluation is a good
indicator of staff awareness of student perceptions. Items of disharmony suggest that staff
understanding of students' needs and concerns needs to be addressed before attending to issues of
detail that arise from the evaluation.
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