student feedback and leadership - Office for Learning and Teaching
student feedback and leadership - Office for Learning and Teaching
student feedback and leadership - Office for Learning and Teaching
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Student Feedback & Leadership<br />
Table 1 Course Experience Survey Results <strong>for</strong> Business Statistics<br />
Good<br />
<strong>Teaching</strong> Scale<br />
Overall<br />
Satisfaction Index<br />
2005, Semester 1 22.1 38.3 126<br />
2005, Semester 2 26.9 37.6 197<br />
2006, Semester 1 28.7 33.0 188<br />
2006, Semester 2 19.4 31.5 195<br />
2007, Semester 1 25.2 31.0 237<br />
2007, Semester 2 26.9 35.0 228<br />
2008, Semester 1 33.8 43.2 316<br />
2008, Semester 2 40.0 43.0 209<br />
N<br />
Notes: N is the number of surveys completed by <strong>student</strong>s in each semester. In 2005, an overall<br />
GTS <strong>and</strong> Overall Satisfaction Index is reported across all classes. Whereas, the GTS <strong>and</strong> Overall<br />
Satisfaction Index scores reported <strong>for</strong> semesters in 2006 to 2008 are weighted averages of the<br />
scores computed <strong>for</strong> the classes held in each semester, with the number of surveys completed<br />
in each class representing weights.<br />
Figure 2 Good <strong>Teaching</strong> Scale Scores <strong>for</strong> ECON1030 Business Statistics <strong>and</strong><br />
Initiatives Introduced Between 2005 <strong>and</strong> 2008<br />
Good <strong>Teaching</strong> Scale<br />
60<br />
55<br />
50<br />
45<br />
40<br />
35<br />
30<br />
25<br />
Good <strong>Teaching</strong> Scale<br />
20<br />
15<br />
A Perdisco<br />
B Textbook change<br />
C Mid-semester test made compulsory<br />
D Smaller lecture classes, multimedia exercises<br />
E Homework assignment, textbook change<br />
10<br />
Sem 1<br />
2005<br />
Sem 2 Sem 1<br />
2006<br />
Sem 2 Sem 1<br />
2007<br />
Sem 2 Sem 1<br />
2008<br />
Sem 2<br />
Three of the six questions that <strong>for</strong>m the GTS relate to the st<strong>and</strong>ard of <strong>feedback</strong><br />
<strong>and</strong> comments from teaching staff, whereas the other questions relate to how<br />
well teaching staff explain concepts, motivate <strong>student</strong>s <strong>and</strong> make the course<br />
interesting. Hence, the GTS is probably more appropriate to assess the<br />
<strong>feedback</strong> enhancing initiatives such as Perdisco, multimedia exercises <strong>and</strong><br />
homework assignments rather than other initiatives like textbook changes,<br />
drop-in sessions <strong>and</strong> the Helpdesk. Given the questions used to compute the<br />
GTS are not explicitly directed towards the trialled initiatives, an independent<br />
survey was conducted at the end of the Business Statistics demonstration<br />
tutorials held in Semester 2, 2008 to gain insight into how <strong>student</strong>s felt<br />
about particular initiatives.<br />
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