Advice on Course Evaluation

Course questionnaires are an important evaluative tool for teachers, course/programme coordinators, Heads of Departments, and Boards of Study. They provide essential information about student perceptions of their learning experience that can be used to develop the paper or course.

Below is the process that HEDC recommends for making use of course questionnaire data. We recommend that the steps of this process are discussed within departments and programmes.

1. Consider the purpose of course questionnaires for your courses and programmes and agree on a consistent approach. The Course Questionnaire administered by HEDC has huge flexibility and course coordinators, or departments, can include their own questions for specific purposes. HEDC staff will be happy to advise departments/staff on this process.

2. Consider the frequency of course questionnaires. Many institutions throughout the world routinely evaluate every paper, every time it is run, but Otago also uses Individual Teacher questionnaires and we must be careful to avoid asking students for their perceptions too often. The minimum institutional expectation is at least once within a three-year period. Frequency does depend on the nature of the course and any changes that have been made. It may be useful to evaluate more frequently to assess the impact of changes, new initiatives or differences between student cohorts. We encourage HoDs to work with teaching staff to establish how often Course Questionnaires are administered.

3. Consider how the data will be used to develop papers, courses and programmes and what reporting processes are needed. Consider also the wider needs of groups such as: Boards of Studies, Departmental Review Panels and Accreditation Bodies.

4. Consider what other data is needed to inform the development of papers, course and programmes. Student perceptions are valuable, but they are merely one element in a complete evaluation of a course, paper or programme. Additional sources of data are outlined in Appendix 1.

5. Consider how the results of this developmental process will be communicated back to students. This can be done in a variety of ways including: using Student Representatives, via Blackboard, reporting to the next student cohort, departmental noticeboards, using emails lists etc.

6. To bring all the data together you can use the course evaluation report in Appendix 2.

5 August 2014

Appendix 1. Sources of Data

From: Smith, C. (2008). Building effectiveness in teaching through targeted evaluation and response: Connecting evaluation to teaching improvement in higher education. Assessment & Evaluation in Higher Education, 33(5), 517—533.

Appendix 2. A template for a Course Evaluation Report.

Course Evaluation ReportThe purpose of this report is to help a course coordinator or HoD to evaluate a course or paper and to record how this evaluation will lead to changes in the course in the future. Notes to assist the completion of this report are at the end. If necessary, please expand beyond the space allocated. Use bullet points, notes or fuller responses as required.

Course DetailsCourse Code:

Course Title:

Year: Course Convenor:

Feedback and observationsHow was feedback from students gained?

What worked well for students? What could be improved?

How was feedback from staff gained?

What worked well for staff (teachers/tutors)? What could be improved?

Changes What changes in the course are proposed for the future?Suggested changes and the issues they will address Who will address

these?By when?

What will be required to support these changes e.g. staff development, resources etc?

Closing the feedback loopHow and by whom will feedback be given to students?

How and by whom will the effectiveness of these changes be monitored?

What has changed since the last evaluation?

Discussed with HOD/HOS on:Discussed at Programme Board or Departmental Board of Studies on:This form is confidential to:

Guidance Notes

1. Feedback and observations

Student feedbackStudent feedback may be gained through course questionnaires, focus groups, student representatives, etc. Identify any significant issues (positive and negative) impacting on the delivery of the course, e.g. not only teaching, learning and assessment but also staffing, equipment, accommodation, etc.

Staff feedbackAs part of their role, convenors are likely to meet informally and formally with staff to gain feedback on the delivery of the course. Include significant issues (positive and negative) raised by staff.

2. Changes being consideredIdentify any changes to the course which you consider need to be implemented next year and beyond, and the issues these changes will address. Identify who will be responsible for implementing these changes and a timeline for change.

Identify areas of staff development or resources which will be needed to underpin the proposed changes. These may relate to individual or groups of staff members. (Please do not name individual staff members - issues related to the professional development of individual staff members can be discussed in confidence with HOD/HOS and the Director of HEDC).

3. Closing the feedback loopWith any evaluative data, it is important to relay the results and consequent actions back to students. Furthermore the changes themselves should be monitored to ensure they are having the desired effect.

HEDC staff are available to assist as required.