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 />
What did course teams do to improve <strong>student</strong> <strong>feedback</strong> <strong>and</strong> why?<br />
––<br />
We used a sample of 700 <strong>student</strong> feed back surveys (from 2006)<br />
to summarize <strong>and</strong> classify their written comments (qualitative data).<br />
––<br />
We have shared what works well <strong>and</strong> what does not work well in<br />
individual teaching <strong>and</strong> assessment practices in large classes.<br />
––<br />
We have examined teaching practices from the literature <strong>and</strong> other<br />
institutions.<br />
––<br />
We have examined <strong>student</strong> <strong>feedback</strong> evaluation tools from other<br />
universities in Melbourne (RMIT tool is comparable but best feature was<br />
from Monash: they have worded the levels vs. mark out of 10 rather than<br />
satisfy, not satisfy).<br />
––<br />
Members implemented improvements to teaching practices that worked<br />
well <strong>and</strong> managed to improve the average CES score in first semester<br />
of 2007 by 12% when compared with 2006.<br />
––<br />
The outcome of the analysis was presented to all staff at a schoolwide<br />
meeting.<br />
What changes occurred in each course? – detail changes be<strong>for</strong>e <strong>and</strong> after<br />
MATH2123<br />
The math component stayed unchanged but the stats component changed<br />
to 50% final exam, 30% web learn tests ( one test every 3 weeks starting from<br />
week 4) <strong>and</strong> 20% on 10 weekly problems <strong>and</strong> 10 Lab assessments ( 2 marks<br />
per week <strong>for</strong> 10 weeks starting from week 2). Their weekly problems <strong>and</strong> lab<br />
assessments were marked <strong>and</strong> return to them. We also removed the quiz<br />
attempts <strong>and</strong> replaced it with 10 attempts on each test. This was requested<br />
through their <strong>feedback</strong> comments as well as in their <strong>student</strong>’s consultation<br />
meeting in their home departments. However the pass rate on the weblearn<br />
tests were pushed up to 80% which required them to have more attempts<br />
till they completely understood the material. We also added another 250<br />
questions to the question bank bringing the total number of questions<br />
to 500. There<strong>for</strong>e in summary the changes were:<br />
––<br />
Increase the number of online assessments which produced<br />
instant <strong>feedback</strong>.<br />
––<br />
Allow <strong>student</strong>s to repeat the test till they achieve 80% passing mark.<br />
––<br />
Readdress the areas where <strong>student</strong>s had difficulties.<br />
––<br />
Staff invested a lot of time in commenting on <strong>student</strong>s’ work using<br />
email, online <strong>and</strong> face to face (during lecture) <strong>feedback</strong>.<br />
– – Reward extra marks: <strong>for</strong> an outst<strong>and</strong>ing assignment or a good answer<br />
on the questions that are asked during the lecture.<br />
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