Student

 Feedback  

Student  Feedback  
 
Introduction  
 
There  are  a  number  of  purposes  for  obtaining  feedback  from  students  on  courses,  including:    
 Basic  good  practice  in  routinely  monitoring  the  quality  of  courses/modules  and  to  identify  
any  issues  that  arise;    
 Obtaining  useful  information  to  help  modify  or  re-­‐design  the  course  for  future  cohorts;    
 Obtain  insights  into  the  students’  perspectives  on  the  module,  how  it  fits  with  other  parts  of  
the   course,   how   much   effort   they   are   putting   in   and   the   perceived   level   of   difficulty   or  
interest  in  the  topic;    
 Helping   to   address   potential   issues   in   the   delivery   (e.g.   clarity   of   speaking,   access   to  
materials,  notes,  etc)  or  organisation  of  the  course;    
 Discovering  and  resolving  potential  problems  that  arise  with  particular  groups  of  students  
or  individuals  (e.g.  non-­‐native  language,  anxieties,  etc)    
 Assessing   or   grading   the   ‘performance’   of   lecturers   for   probation,   promotion,   awards   or  
other  purposes.    
 
The  aim  and  context  of  the  feedback  should  of  course  inform  the  methods  and  techniques  used.    
 
Here   we   will   present   a   simple   summary   of   the   principal   methods,   which   are   currently   in   use   across  
the   university   and   provide   practical   suggestions   for   their   implementation.   There   are   of   course  
many  alternative  forms  of  feedback  including  informal  approaches,  which  lecturers  and  tutors  use  
as  part  of  routine  practice.    
 
It  is  important  to  emphasise  that  student  feedback  is  only  one  possible  source  of  information  and  
therefore   provides   a   particular   perspective.   To   fully   evaluate   the   effectiveness   and   the   operation   of  
a  course  or  teaching  team  a  wider  range  of  inputs  is  necessary.  Students  are,  after  all,  still  novices  in  
the   particular   academic   discipline   (and   may   not   be   able   to   appreciate   yet   the   importance   of  
individual  topics  or  methods  until  later  in  their  development),  still  developing  their  own  skills  and  
experience  as  learners  and  are  influenced  by  the  broader  context  in  which  they  are  currently  taking  
the   course   under   review,   their   opinions   often   shaped   by   personal   circumstances   and   peer   group  
effects.  Nonetheless,  as  the  primary  intent  of  any  programme  of  learning  is  to  aid  the  development  
of   students'   knowledge   and   understanding,   methods   of   obtaining   insight   into   their   perspective   is  
absolutely  vital.    
 
Some   institutions   operate   a   centralised,   institution-­‐wide   feedback   service   using   either   online   or  
paper-­‐based  forms.  Such  an  approach  can  be  effective  and  efficient  but  also  requires  considerable  
resources  as  well  as  running  a  risk  of  implying  that  such  feedback  is  an  external  requirement  rather  
than   an   important   aspect   of   the   whole   course   design-­‐delivery-­‐evaluation   cycle.   In   NUI   Galway,  
responsibility   for   feedback   is   associated   with   wider   currricular   ownership   and   hence   is   in   the  
domain   of   the   schools   and   colleges   themselves,   with   however   an   understanding   that   such  
autonomy   is   matched   with   implementation   of   appropriate   methods   on   all   available  
courses/modules.    
 

(1) Feedback  Questionnaires    

 
By   far   the   most   common   form   of   evaluation   within   higher   education   is   the   use   of   (often  
standardised)   feedback   questionnaires   either   provided   in   paper   or   web-­‐based   formats.   A  
preference  for  paper-­‐based  questionnaires  is  still  strong  in  many  instances  because,  if  administered  
in  class,   the   response   rate   may   be   quite   high.   However,  the   downside  of   such   is   the   amount   of   time  
and  effort  required  in  processing  the  data,  whether  via  scanner  or  by  hand.      

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Student  Feedback  
 
Online   questionnaires,   because   of   their   overuse   in   a   huge   variety   of   contexts   (not   just   in   the  
students'   university   experience)   tend   to   yield   low   rates   of   return,   unfortunately.   Any   evaluation  
based   on   questionnaires   needs,   therefore,   to   take   a   balanced   view   of   what   the   best   approach   might  
be  in  each  case  and,  if  online  is  preferred,  some  techniques  (or  even  just  stressing  the  importance)  
to  promote  completion  should  be  considered.    
 
Blackboard   (the   University's   learning   management   system)   provides   a   very   direct   means   of  
surveying  students  enrolled  on  any  module  and  allows  anonymous  submissions,  along  with  simple  
analysis,  in  addition  to  offering  data  in  downloadable,  spreadsheet  format.  Note  that  the  survey  tool  
in  Blackboard  also  provides  ‘instructors’  with  information  on  who  has  completed  the  questionnaire  
(although   their   individual   responses   are   anonymised),   allowing   follow   up   reminders.   In   addition,   it  
may  be  possible  to  link  such  with  ‘adaptive  release’  and  other  tools  to  encourage  completion.    
 
Pre-­‐built,   standard   questionnaires   (for   routine   end-­‐of-­‐module   surveys   and   for   more   detailed  
evaluations   of   a   course)   in   Blackboard   format   are   available   for   download   from   the   CELT   website  
(and  the  Learning  &  Teaching  Forum)  and  can  be  readily  embedded  in  any  module.  These  can  also  
be   customised   since   individual   staff   or   schools   may   have   their   own   preferred   set   of   questions   or  
particular  additional  queries,  which  they  would  like  to  raise  with  their  students.    
 
A   key   aspect   to   bear   in   mind   is   of   course   that   of   evaluation   overload,   or   survey   fatigue,   particularly  
if   students   are   being   expected   to   fill   out   questionnaires   on   most   or   all   of   their   modules.   Some  
consideration  therefore  should  be  made  to  this  issue  and  simple,  quick  surveys  may  be  more  suited  
to  routine  feedback.    

(2)  Simple  Feedback  Questions    

 
Richer   feedback   is   often   obtained   by   asking   open   questions   of   students   such   as   the   classic   three  
examples:    
                       What’s  good  about  this  module?    
                       What’s  not  so  good?    
                       What  suggestions  do  you  have  for  improvement?    
 
Of   course,   with   large   classes,   processing   data   from   such   feedback   whether   collected   from   written  
submissions  or  online,  may  take  considerable  time.  However,  in  practice,  common  themes  are  often  
quickly   identified   and   because   the   questions   are   open,   issues   which   the   lecturer/course  
coordinator   may   not   have   anticipated   but   which   are   important   to   the   students   can   be   revealed.  
Again,   Blackboard   can   provide   an   effective   means   of   gathering   such   information   and   results   can  
quickly   be   browsed.   Alternatively,   requesting   paper-­‐based   responses   might   be   appropriate   in   a  
class  session  (and  indeed  many  staff  use  such  an  approach  at  the  end  of  a  particular  lecture).    
 
Asking  these  questions  at  a  time  in  which  it  is  still  possible  to  make  adjustments  to  the  module  is  
also   a   valuable   approach,   particularly   if   the   issues   raised   are   readily   rectifiable.   Indeed,   these  
questions  form  the  basis  of  the  existing  mid-­‐semester  feedback  scheme  (see  next),  but  there  is  no  
reason   why   such   feedback   cannot   be   sought   routinely   rather   than   having   to   depend   on   the  
presence  of  an  external  facilitator,  etc.    

(3)  Mid-­‐Semester  Evaluation  or  Grouped  Student  Feedback  Scheme    

 
Within   NUI   Galway   (originally   under   the   auspices   of   the   Quality   Office,   but   more   recently   CELT),  
academic   staff   are   provided   with   the   opportunity   for   an   independent   external   facilitator   to   take  
some  time  in  class  (typically  15-­‐20  minutes  at  the  end  of  a  lecture)  to  arrange  students  into  small  
groups  and  complete  the  response  to  the  three  basic  questions  referred  to  in  the  previous  section.  
The  advantage  of  obtaining  feedback  under  this  scheme  is  that  because  the  students  are  in  groups  
they  need  to  reach  agreement  on  the  feedback  which  they  submit  and  they  have  scope  to  discuss  
the  items  amongst  themselves,  hopefully  leading  to  a  more  considered  set  of  responses.  In  addition,  

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 Student  Feedback  
because   the   process   is   managed   by   an   independent   person   and   is   confidential,   there   is   an  
expectation  that  students  may  be  more  forthcoming  about  issues  than  were  they  under  the  gaze  of  
the   lecturer   concerned.   Finally,   the   confidentiality   of   the   whole   process   can   be   reassuring   to   the  
lecturer  who  has  volunteered  to  undertake  this  form  of  evaluation.    
 
The   main   disadvantage   of   this   process   is   that   it   is   costly.   The   use   of   an   external   facilitator,   who  
collates,  summarises  and  analyses  the  feedback  in  the  form  of  a  detailed  report,  requires  payment  
which  to  date  has  been  provided  via  CELT  from  a  number  of  sources.  This  is  the  limiting  factor  in  
scaling   such   a   process   and   presents   an   added   challenge   in   times   of   reduced   budgets.   Priority,  
therefore,  is  given  to  those  staff  who  are  currently  undertaking  the  PgCert  in  Teaching  &  Learning  
in  Higher  Education  for  which  this  process  is  compulsory.    
 
There  is  of  course  no  reason  why  a  basic  version  of  such  a  process  cannot  be  undertaken  internally,  
perhaps  facilitated  by  colleagues  from  within  or  outwith  the  school.  Trust  and  confidentiality  will  
however  be  important  for  success.    

(4)  Partnerships  for  Learning  &  Teaching  (PLT)  -­‐  Peer  Review  and  Observation    
 
PLT  partnerships  are  an  effective  and  informative  method  of  receiving  feedback  on  some  aspect  of  
your  teaching  practice,  be  it  with  respect  to  a  lecture,  practical  session,  or  a  review  of  materials  or  
resources  you  provide.  Typically,  an  academic  staff  member  will  pair  with  a  'critical  friend'  or  peer  
who   agrees   to   attend   and   review   a   teaching   session   of   their   choosing,   and   this   is   then   reciprocated.    
The  issues  to  be  reviewed  or  observed  are  agreed  in  advance  and  then  a  final  feedback  discussion  is  
held.  Those  who  have  previously  used  this  approach  have  found  it  to  be  highly  effective  and  a  direct  
means   of   strengthening   collegiality   and   a   sense   of   mutual   support   in   a   non-­‐threatening   context.  
Partners   are   often   paired   from   separate   disciplines   as   this   can   provide   refreshing   and   alternative  
perspectives.  However,  it  can  also  be  advantageous  to  organise  such  within  related  cognate  fields,  
particularly  if  the  content  of  the  teaching  event  under  review  is  a  major  focus.  The  reported  benefits  
are   often   focused   on   the   value   of   observing   another   person's   approach   to   teaching,   rather   than  
simply  having  one's  own  practice  subject  to  scrutiny.    
 

(5)  Simple  Progress  checks    

 
The   usefulness   of   informal   checks   throughout   a   course/module   should   not   be   overlooked.     For  
example,   a   lot   can   be   gained   from   informal   discussion   with   students   and   class   representatives   be   it  
at   the   end   of   a   lecture   or   in   tutorial/seminar   sessions.     Checks   on   attendance   and   levels   of  
participation  can  help  highlight  issues  that  may  need  more  attention  or  investigation.  Performance  
on  tasks,  assignments  and  routine  assessments  also  of  course  provide  some  indication  as  to  student  
progress,  which  can  be  combined  with  direct  and  indirect  feedback.    

(6)  The  Class  Rep  system  and  School  meetings    

 
Student   nominated/elected   class   representatives   are   normally   invited   to   attend   School   meetings.  
Ideally,  this  will  result  in  students  being  better  informed  of  School-­‐level  decisions  related  to  their  
education.     An   item   on   the   agenda   should   be   dedicated   to   student   issues   where   representatives  
have   the   opportunity   to   highlight   and   discuss   matters   on   behalf   of   their   class.     Class   reps   should  
ensure  that  they  are  indeed  being  representative  of  the  feelings  of  their  colleagues  by  ensuring  that  
they  consult  regularly  with  class  members  and  act  on  their  behalf.    
 
The   Class   Reps   scheme   is   valuable   but   it   may   also   be   possible   to   consider   involving   students   at   a  
more  direct  level  in  the  other  feedback  methods.  One  example  might  be  to  allow  the  student  reps  to  
collate   and   summarise   the   feedback   from   module   questionnaires.   This   would   give   them   a   more  
responsible  role  and  provide  a  greater  sense  of  ownership  in  the  process  as  well  as  raising  the  quite  
legitimate  expectation  that  such  feedback  will  be  considered  and,  where  appropriate,  acted  upon  by  
staff  members  or  at  the  School  level  as  appropriate.    

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Student  Feedback  

"Closing  the  Feedback  Loop"    

 
Evaluation  of  modules  and  courses  is  sometimes  seen  as  an  add-­‐on  or  afterthought  to  a  course  or  
module,   when   in   fact   it   should   play   a   key   role   in   the   course   life-­‐cycle.   Furthermore,   in   an   age   in  
which  there  is  considerable  discussion  about  levels  of  student  engagement  in  the  learning  process,  
it   could   be   argued   that   the   evaluation   process   is   an   opportunity   for   the   development   of   a   greater  
sense  of  participation  and  student  responsibility.    
 
For   both   these   reasons,   it   is   essential   that   the   results   of   feedback   and   the   actions   taken   in   response  
to   such   are   communicated   back   to   students.   This   demonstrates   the   value   of   participating   in   the  
process,   shows   that   the   School   and   academic   staff   are   responsive   and   reflective   practitioners.   Of  
course,   it   may   well   be   that   some   changes   suggested   by   students   are   not   feasible   or   appropriate,  but  
in   these   cases   it   is   even   more   important   to   let   the   students   know   why   or   what   the   practical  
constraints  may  be.  Reporting  back  should  be  to  students  who  participated  (and  not  just  comments  
to  new  cohorts),  even  if  they  are  now  moving  on  to  another  module  or  year  of  the  programme  and  
this  can  easily  be  done  by  email,  Blackboard  or  other  means.    

Resources    
 
Examples   of   feedback   questionnaires,   protocols   for   various   methods   and   other   relevant  
information   are   all   contained   in   the   NUI   Galway   Teaching   &   Learning   Forum   on   Blackboard  
(http://blackboard.nuigalway.ie/)   to   which   all   staff   have   access.   The   CELT   website  
(http://www.nuigalway.ie/celt)   should   also   prove   useful   and   details   workshops   and   training  
sessions  on  a  wide  range  of  topics  including  feedback  and  course  review.    
 

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