Additional evaluations
Some commonly used evaluations with a focus on qualitative feedback are listed below.
Peer review
Peer review draws on a number of strategies to evaluate and improve teaching and course effectiveness. These include the direct observation of teaching by colleagues and the evaluation of course materials, content and assessment practices. Click here to access peer observation guidelines and resources (MSWord 147KB) that will assist you in the peer review process.
Whatever method is adopted to collect additional diagnostic information on teaching and learning quality, it is important to establish clear protocols and procedures and to discuss and agree the main focus of the review. The most effective forms of review result in clear professional development opportunities for staff as well as improved learning opportunities for students. Click here to access peer review materials on our Evaluation Resources pages.
Anonymous feedback
Anonymous feedback offers students an opportunity to make comments on teaching, courses or programs of study without their identity being revealed. A previous TEDI anonymous feedback system has been discontinued while investigation of the survey tool provided through Blackboard is undertaken. Those wishing to use an anonymous feedback system may wish to investigate the potential of the Blackboard tool themselves or the review tools offered free on Ronline, a site developed and maintained by Prof Ron Oliver of Edith Cowan University.
Student focus groups
Focus groups are effective ways of collecting in-depth feedback on an aspect of teaching or course quality. The processes for conducting the focus group and for analysing data are the same as that required for the use of focus groups in any research context. Click here for further resources.
Student representation on faculty or school committees and working parties
The UQ Student Charter (PDF 124KB)states that students can expect to be represented on school or faculty reference groups and to have opportunities to appraise the teaching performance of academic staff and to provide input into program planning and course design.
Brief written response methods such as ‘Harvard One-minute Papers’
These methods are flexible and versatile. They require students to provide quick feedback, usually shortly after a teaching session. Feedback can then be used as evaluation of teaching effectiveness and to inform subsequent provision of feedback to students to assist them to improve their learning. Click here to find out more about brief written response methods on our Evaluation Resources page.
