Introduction to interpreting and responding to evaluations
Interpretation
Information about the quality of aspects of teaching and courses needs careful interpretation to be useful in informing future action. Reports provided for standard surveys such as TEVALs present information in ways that allow users to identify strengths and areas in need of development. The statistical information contained in these reports is often clarified by reading the student comments on the survey forms which are returned after student results have been formally posted. Reports also contain information, when available, that permits comparisons with lecturers in similar disciplines, with similar class sizes and course levels. These are referred to as Ratings Interpretation Guides (RIGs). Reports also indicate when broad agreement levels are high (above 70%) or low (below 30%).Click here for more information about interpreting TEVAL and iCEVAL reports.
UQSES reports support interpretation by faculty and school committees by presenting information in a number of different ways and by supplementing statistical information with interpretative commentary.
The interpretation of qualitative comments draws on techniques similar to those used for qualitative research. Systematic analysis of qualitative data is needed to avoid interpretations clouded by narrow perspectives i.e. ‘students don’t want to think’, or undue preoccupation with one or two negative comments which may not reflect the general response of a group.
Response
A key strategy of the UQ Teaching and Learning Enhancement Plan (2008-2010) is to improve and streamline quality assurance and enhancement processes for teaching and learning. This can be achieved through effective reflection on the teaching and learning environment, performance and outcomes as a basis for ‘closing the loop’. Making sure that feedback sought from a variety of sources is used to maintain standards and to improve performance is essential to the pursuit of teaching and learning excellence.
Developing appropriate responses to evaluations can lead to modifications to course design, curriculum and assessment development and the trialling of innovative approaches to teaching and learning. The following links contain information and resources that will help you when developing appropriate responses to evaluations:
Immediate modification of teaching and/or the curriculum may not always be the most appropriate response to an evaluation. Standard surveys, for example, may identify a general area of strength or one in need of attention but additional investigation may then be needed for further clarification before an appropriate response can be determined. More sensitive tools, such as teaching and learning matrices, can diagnose specific teaching strengths as well as highlight pedagogic skills for development.
Informing students of individual or groups responses is an important part of the quality assurance process. It demonstrates respect for students’ opinions and encourages them to continue to provide constructive comment on their experience as they progress through their UQ programs. Faculty and school reporting of responses to evaluation information is also a requirement of the Curriculum and Teaching Quality Appraisal and Academic Program Review processes under University Policy (HUPP 3.10.13).
Please contact us if you would like assistance interpreting and responding to your evaluation.
