Strategies for responding to student feedback
The myExperience process leads to course and teaching quality enhancement only if student perceptions of their learning experience prompt you into reflection and then into action.
Numerous studies have shown that feedback based on students' actual experiences of a course and the teaching can provide valuable insights into the perceived effectiveness of their learning and teaching environment. To improve our teaching, and for students to have a good learning experience, the most useful way to think of the CATEI process is not as an administrative necessity, but as an opportunity for critical reflection and for engaging in productive dialogue with students and peers.
Dealing with problems in groups involves more than just recognising a problem. Students need to feel comfortable discussing problems publicly and deciding on what they will do to resolve them.
Offering constructive feedback may come naturally to some students, but many have had no experience in this area. Provide some simple tips or a checklist on constructive feedback. This can help to avoid emotionally driven conflicts that can lead to significant problems. It can also improve students’ ability to deal with issues in groups.
Your students value highly any feedback you give them on work completed throughout the course. Feedback should be constructive, meaningful and timely if it is to be useful, but the less time you have available, the less likely it is that you will be able to respond with such good quality feedback. Learning management system tools can help you deliver comprehensive feedback and save time.
Much of what you achieve in your classes from week to week is invisible at Faculty, School and program level. Student grades provide some data, but only you and your students know how the learning is proceeding. Some activities may work as planned; others may be less, or more, successful than you anticipated.
Grading is the process of interpreting student learning products and performance to:
UNSW is committed to continued improvement in the quality of teaching, courses and programs. The Course and Teaching Evaluation and Improvement (CATEI) process is a key component of university policy in this area.
As part of this commitment, UNSW teaching staff are expected to undertake course and teaching evaluations on a regular basis. The frequency of CATEI evaluations may vary between Schools and Faculties.
The main reason why we evaluate courses and teaching is to enhance student learning. A continual improvement cycle underpins good practice in learning and teaching, and we continually evaluate as a key step in that cycle.
The following pages on this site will help you reflect on, and evaluate, your teaching activities:
Evaluation of learning and teaching is "concerned with the effects of our teaching on our students' learning, and the ways we can change teaching so that it best brings about the sort of learning we value." (Ramsden & Dodds 1989, p.2)
When we carry it out effectively and use it appropriately, evaluation can:
- enhance student learning and the student experience
- facilitate and inform our professional development as educators
- promote quality assurance and improvement.
Seek feedback on your learning and teaching practice: