student feedback and leadership - Office for Learning and Teaching

Part B: Building Leadership Capacity - SET: Mathematics & Geospatial Sciences ART Report
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Lecture notes should be placed online so that students can focus on the
material being presented in class. The amount of online material should
not be excessive.
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Students appreciated the opportunity to complete an optional
assignment worth an additional 5-10 marks (due towards the end of term)
on “designing” a project from their own discipline ( Civil, Environment, food
Science) that addresses the application of the topics that were covered
in their course using real data from their discipline.
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Student performance on multiple choice assessment tasks is highly
predictable and can be positively or negatively influenced by the number
of the responses, style of question wording and placement of the
correct answer.
What was the impact on student feedback?
As mentioned above, the changes did improve the CES score for Math2114
by 10% every year (even though we need to analyse the data further to be sure
the increase was the direct result of changes) but adding more weblearn tests
for Math2123 did not have a great impact on the CES score. However, the
feedback from students’ consultation meeting was positive. The reason the
CES score was not affected could be related to the fact that Blackboard
on the Learning Hub was having some accessing problems for the first 8
weeks of the first semester 2008. Student tests were locked up very often
not allowing them to access their mark for the test that they had completed.
Also they could not do their next test because of the lockup. As for the long
term impact, we are hoping that it would be significant due to the fact that the
implemented changes are addressing issues raised by previous students who
had done the course.
For Math1277, the written student feedback provided on the CES indicated
that they were appreciative of the opportunity to discuss the topic tests
in depth. Also indicated in their feedback was an overall positive response
to the efforts taken by the teaching team to refine the assessments to help
them demonstrate their true mastery of statistical techniques.
Were there changes in student learning and experiences?
This is answered previously -(what the project achieved).
How are the students being taught differently? Eg teaching strategies, structure
& size of classes etc
This is answered in the part- ( what changes occurred in each course).
What other impacts (including long term outcomes) were there?
We introduced a teaching incentive scheme in the school so that staff who
have achieved significant improvements in their good teaching score (GTS)
were rewarded. We started to discuss teaching practices during staff meetings.
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