Seeing

Michelle Dalton / UCD Library

@mishdalton

Through

Learners’

Eyes

Why Student

Feedback?

Self-

reflection

Scholarship

Students

Peers

(Brookfield, 2002)

v a r

i a

t i o n

c o n s i

s t e n c

y

Best Practice?

“the less time

it takes for a student to complete a survey, the

more likely it is they will do so”

(Nulty, 2008, p.305)

Quantitative?

Collected & analysed more quickly

“if all the items require a simple numerical rating then there will

probably be less engagement”

(Nulty, 2008, p. 305)

Qualitative?

“the range of responses and

ideas expressed are not limited to

those designed by the lecturer”

(Surgenor, 2010, [p. 3])

Student Satisfaction?

“…is influenced by a wide variety of contextual factors that are

not intrinsically related to the quality of teaching”

:-(

:-/

:-)

:-|

:-))

(Wiers-Jenssen et al., in Richardson, 2005, p. 403)

Self Rating? “undue modesty” of top performers

poor performers often “think they are doing just fine”

(Ehrlinger et al., 2008, p. 118)

“participants completing the web-based version left

comments that were more than 50% longer”

(Heath et al., 2007 p. 260)

“good practice to make feedback questionnaires available in a variety of

formats for use by students with disabilities”

(Richardson, 2005, p. 406)

feedback

In Practice?

as short as possible

open-ended & qualitative

online (google forms)

print (h-form layout)

linked with descriptive class data

Positives Overall

Rating

Suggestions

for

Improvement

Additional

Comments

1 2 3 4 5 6 7 8 9 10

Identify & feed back student needs at:

Module level

Programme level

University level

not enough

time

earlier/later in

semester

more advanced

sessions

additional

topics

T E A C H I N G

L E A R N I N G

thank

you

@mishdalton

michelle.dalton@ucd.ie

References Brookfield, S. D. (2002). Using the Lenses of Critically Reflective Teaching in the

Community College Classroom. New Directions for Community Colleges, 2002(118), 31.

Ehrlinger, J., Johnson, K., Banner, M., Dunning, D., & Kruger, J. (2008). Why the unskilled are

unaware: Further explorations of (absent) self-insight among the incompetent. Organizational Behavior and Human Decision Processes, 105(1), 98–121. doi:10.1016/j.obhdp.2007.05.002

Heath, N. M., Lawyer, S. R., & Rasmussen, E. B. (2007). Web-Based versus Paper-and-Pencil

Course Evaluations. Teaching of Psychology, 34(4), 259–261.

doi:10.1080/00986280701700433

Nulty, D. D. (2008). The adequacy of response rates to online and paper surveys: what

can be done? Assessment & Evaluation in Higher Education, 33(3), 301–314. doi:10.1080/02602930701293231

Richardson, J. T. E. (2005). Instruments for obtaining student feedback: a review of the

literature. Assessment & Evaluation in Higher Education, 30(4), 387–415. doi:10.1080/02602930500099193

Surgenor, P. (2010). UCD Teaching & Learning Toolkit, Gathering Feedback 3. Accessed

3rd April 2014 from http://www.ucd.ie/t4cms/UCDTLT0014.pdf.