Student evaluation surveys
A range of methods and surveys can be used to collect feedback on courses, programs, teaching, and other aspects of the teaching and learning environment.
The Surveys
The following instruments are used to gather student feedback
- Student Evaluation of Teaching and Course (SET-C)
Combined instrument to be used every time a course is offered, available for teams of teachers and individual teachers. (Replaces iCEVAL and TEVAL) - Student Evaluation of Tutor (SET- Tutor)
Instrument designed to gather student feedback about tutoring (Replaces TEVAL for Tutors) - Open Response Questionnaire
Classes with less than 6 students will not be able to use the standard Student Evaluation instruments such as SET-C. The Open Response Instrument (PDF; 73KB) is available for formative feedback. The process of administering the Open Response Instrument and analysing students’ comments is left completely to staff members and requires no contact with the ESU. - Australasian Survey of Student Engagement (AUSSE)
Institution-wide survey that measures student engagement - Graduate Destination Survey and Course Experience Questionnaire
Annual survey of university graduates developed by Graduate Careers Australia (GCA) - Supervision Experience Evaluation (SEE)
Instrument to evaluate research higher degree students’ experience of the research environment and supervision processes
Open-ended feedback, such as student comments, is collected through qualitative methods while quantitative methods rely on numerical ratings or scores. Many evaluations use mixed methods that collect both types of feedback
The Reports
For a breakdown of the range of reports produced, see the reports section.
About Student Evaluation
Students are a very important and reliable source of information about how your teaching supports their learning achievement.
Students are usually the best source of information about interactive classroom processes, the handling of assessment and the interpersonal dimensions of teaching. Traditionally, information about these aspects is gathered by administering questionnaires. These questionnaires can provide important evidence for assessing the quality of teaching, for supporting attempts to improve the quality of teaching and for informing prospective students about the quality of courses and programs (Aleamoni & Hexner, 1980; Harvey, 2002; Richardson, 2005; Abrami, d'Appolonia, & Rosenfield, 2007; Chalmers, 2007; Gravestock & Gregor-Greenleaf, 2008).
Peers are a very good source of information about the design and coherence of your approach to teaching and the appropriateness of your intentions and interpretation of the outcomes. For information about how to access peer evaluation, visit the data collection methods web pages.
