University of Glasgow Policy on Course Evaluation Questionnaires

Transcription

1 University f Glasgw Plicy n Curse Evaluatin Questinnaires Backgrund t the Plicy This plicy sets ut the University s requirements fr gathering feedback frm students via questinnaires. It cvers the means f cllecting, presenting, and respnding t feedback data. The plicy is based n the reprt and recmmendatins f the Wrking Grup n Curse Feedback Questinnaires. The Grup was chaired by Dr Helen Purchase. Membership included student representatives and staff selected frm acrss the Clleges and relevant services. The Grup als cnsulted a number f ther senir and specialist staff n specific matters. The reprt was endrsed by Educatin Plicy and Strategy Cmmittee n 12 June 2014 and apprved by Senate n 2 Octber The reprt is available n the Curse Evaluatin web pages. The plicy was implemented by a number f Schls in sessin Their experience will be reviewed befre full implementatin in sessin Summary f the Plicy All curses must use a curse questinnaire as ne f the methds used t slicit feedback frm students The minimum requirement fr the questinnaire is the verbatim inclusin f five cre questins. If desired, the curse c-rdinatr may extend the questinnaire by adding further questins. Varius questin sets tailred t suit different purpses are prvided, as are principles fr the design f extended questinnaires. Students shuld be given clear instructins n hw t cmplete the questinnaire and advised when it will be circulated. Fr each curse, the data frm the cmpleted questinnaires shuld be summarised in a Feedback Respnse dcument which is made readily available t students. Access t data assciated with individual curses is restricted; aggregated data will be mre widely distributed and used fr institutinal purpses. Use f the EvaSys Curse Evaluatin System is recmmended, and sme parts f the plicy assume its use. Further detail n these pints and mre are prvided in the full plicy statement. 1

2 Cntents Backgrund t the Plicy... 1 Summary f the Plicy... 1 The Purpse f Curse Evaluatin... 3 Part 1. University Curse Evaluatin Questinnaire plicy Basic Questinnaire: the requirements f the plicy Administering the questinnaire Advise students Prvide instructins Respnding t and acting n the feedback Prvide a respnse t feedback Make sure students see it as sn as pssible Reprting requirements Access t data Presenting and interpreting data fr an individual curse Institutinal use f the data... 7 Part 2. Extended Questinnaires: Optins and additins cvered by the plicy Principles f extended questinnaire design Respnsibility fr questinnaire design Selecting Optinal Questin Sets Reprting requirements fr extended questinnaires Access t data Institutinal use f the data Other pints t think abut Cllect feedback frm students n all teaching staff Use a variety f feedback methds Appendix 1: The Questin Sets Appendix 2: Suggested Feedback Respnse Template and Example Appendix 3: Principles f Data Access Appendix 4: EvaSys Curse Evaluatin Sftware Appendix 5: Related dcuments, plicies, links

3 The Purpse f Curse Evaluatin The University identifies the main purpses f gathering feedback frm students n curses as being: Summative: T prvide a snap-sht f the past, a descriptin f hw the curse ran, T highlight existing gd practice, T highlight exceptinal quality that can be referred t in marketing and recruitment activities, T recgnise teaching as evidence fr teaching excellence awards r prmtin. Frmative: T help identify where imprvements can be made, and where there are unexpected prblems that need t be slved, T ensure that the quality f teaching is sustained and imprved, T identify where teaching staff might need additinal supprt r resurces. T demnstrate the use f curse evaluatin practises acrss the University fr the purpses f audit. In summary, as ne methd f gathering feedback n curses, questinnaires can prvide teaching staff with quantitative and qualitative feedback t help imprve their curses year n year, and with feedback n their teaching perfrmance as perceived by their students. Part 1. University Curse Evaluatin Questinnaire plicy Students shuld have the pprtunity t prvide feedback n each f their curses via a curse questinnaire. The questinnaire must include, as a minimum, the five Cre Questins prvided belw. This will prvide a cnsistent experience fr students and will enable the University t demnstrate that curse feedback prcesses are auditable and perate effectively acrss the institutin. It will als enable the University t cllect cmparative data at institutinal level. This des nt preclude use f ther methds f gathering feedback frm students. The University acknwledges that ther highly effective alternative frms f gathering feedback are in use (e.g. fcus grups, interviews) and strngly supprts these being cntinued in parallel with the questinnaire. Further infrmatin n varius methds f gathering feedback can be fund in the University s Cde f Practice n Obtaining and Respnding t Student Feedback. This plicy dcument first describes the requirements f the plicy, namely, the basic questinnaire, befre detailing the ptinal extensins and additins permitted in an extended questinnaire. While the plicy regarding the basic questinnaire is very specific, the ptinal extensins have been devised t permit a measure f flexibility. Hwever, in exceptinal cases, this flexibility may nt capture the requirements f a particular Schl/Subject r individual lecturer. In such cases, advice shuld be sught frm the Senate Office befre prceeding. 3

4 1. 1 Basic Questinnaire: the requirements f the plicy All curses must use a curse questinnaire as ne f the methds used t slicit feedback frm students. All questinnaires must include, verbatim, all f the fllwing five questins (the Cre Questin Set): CORE1 (teaching) r CORE1 (supervisin). CORE2. CORE3. CORE4. CORE5. The lecturer explained things well. (Scale) My prject/dissertatin/placement supervisr was helpful. (Scale) The curse was intellectually stimulating. (Scale) I am satisfied with the verall quality f the curse. (Scale) What was gd abut the curse? (Open) Hw culd this curse be imprved? (Open) CORE1 (teaching) shuld be repeated fr all academic staff wh delivered at least three lectures in the curse, with names prvided: fr example: The lecturer (HP) explained things well. CORE1 (supervisin) shuld be adapted as apprpriate fr curse that nly entails supervisin f a piece f wrk. This cre set has been devised t capture sufficient infrmatin t prvide an verall assessment f the curse, and t highlight any cncerns. Therefre, these five questins are cnsidered sufficient fr general, rutine use in gathering feedback by questinnaire fr all curses. Quality guidelines (as implemented in EvaSys) shuld nt be applied t individual questins Administering the questinnaire Advise students There are n specific recmmendatins as t when during a curse the questinnaire shuld be administered, but, t ensure that the prcess is given apprpriate cmmitment and attentin, students shuld be advised in advance when t expect it Prvide instructins While it might be assumed that students knw hw t cmplete questinnaires, clear, explicit guidelines shuld be prvided at the tp f each questinnaire 1. Fr example: the NSS survey prvides 1 EvaSys questinnaires autmatically include instructin n cmpleting clsed questins. 4

5 the fllwing instructin: Fr each statement, shw the extent f yur agreement r disagreement by putting a crss in the ne bx which best reflects yur current view f the curse as a whle. Alternatively, an example respnse might be prvided: In the fllwing example, the psitin f the crss indicates that the student is in strng agreement with the assciated statement. 1.3 Respnding t and acting n the feedback Giving students a summary f the feedback that they have prvided fr a curse, r clsing the lp, is an imprtant means f demnstrating t students that their feedback is taken seriusly, and is being acted upn as necessary. It is als imprtant fr mtivating students t cmplete curse feedback questinnaires, and t undertake the task seriusly Prvide a respnse t feedback Fr each curse, the curse c-rdinatr shuld summarise the data frm the cmpleted questinnaires in a Feedback Respnse dcument. Infrmed by bth the quantitative and qualitative data, a summary f the main themes emerging frm the feedback shuld be prduced as a list f issues, and each issue shuld be accmpanied by a prpsed actin r respnse. A Feedback Respnse dcument simply cmprises a feedback and respnse tw-clumn table. If n actin is prpsed fr an issue, then a clear and valid explanatin shuld be given. This dcument can incrprate themes emerging frm ther feedback elicited using ther evaluatin methds during the curse (e.g. fcus grups, minute papers). Please be aware that the prpsed actins may impact n r have themes in cmmn with ther curses, s sharing and discussin with clleagues is encuraged Make sure students see it as sn as pssible The Feedback Respnse dcument shuld be made available: t students prir t the relevant Examinatin Bard t incming students fr the next ffering f the curse fr inclusin in the papers fr the next relevant SSLC meeting With regards t timing, it is acknwledged that curse evaluatins typically take place prir t examinatins, at a busy time f year, and defined turnarund times may prve prblematic. Hwever, the Feedback Respnse dcument shuld be made available t the current students as sn as pssible after the questinnaires are cmpleted and befre the date f the apprpriate Examinatin Bard fr the curse cncerned. The Feedback Respnse dcument shuld als be made available t incming students fr the next ffering f the curse, and be included in the papers fr the next relevant SSLC meeting. The means f delivery f the Feedback Respnse dcument shuld be the medium that is mst apprpriate fr reaching the current r incming students n the particular curse. Student Vice, Mdle r can all be used fr this purpse. Peridic updates n prgress with actins shuld als be given thrugh SSLC meetings. 5

6 1.4 Reprting requirements Access t data The feedback data prvided by students fr a specific curse can be sensitive and is therefre restricted t thse wh have a clear right r rganisatinal need t access it. Autmatic access ccess t specific curse questinnaire data relating t an individual member f teaching staff is restricted t the individual and their line manager (r persn wh cnducts their P&DR, if this is nt the line manager): that is, the nly persn in a psitin t influence the individual s subsequent behaviur by ffering additinal supprt, praise, encuragement fr prmtin applicatin etc. 2 Access may als be given t the directr f the assciated prgramme if the Head f Schl cnsiders this necessary. This des nt prhibit an individual member f staff frm chsing t share their wn curse feedback as they see fit; indeed, they are encuraged t d s t supprt prmtin r award applicatins. Staff respnsible fr perating EvaSys sftware will require full access t data within their area f respnsibility fr administrative purpses and are expected t treat it in a strictly cnfidential manner Presenting and interpreting data fr an individual curse The results fr each quantitative questin shuld be presented using respnse frequency distributin, the median, and/r percentage agreement (rather than the mean). 3 Quality indicatrs (as implemented in EvaSys) shuld nt be used in the reprting f data fr an individual curse, neither fr the individual questins nr fr any verall scre derived frm aggregating questin respnses. Members f staff shuld be given the pprtunity t prvide a cntextual narrative t accmpany the curse feedback results t recrd any particular factrs that may have affected the respnse and s t minimise the risk f misinterpretatin. The fllwing factrs are identified as being imprtant when interpreting student feedback data: Sme students are disinclined t rate at either f the extreme ends f a rating scale; Expectatins f students influence the respnses they give t questins; thus, the manner in which a curse has been marketed can have an effect; Students tend t be mre psitive abut ptinal curses than cmpulsry curses; In small chrts, the pinin f 1 r 2 students can alter summary results substantially; Students may answer frm limited perspective, withut sufficient knwledge t understand a wider verview f their educatinal experience; Difficult curses ften receive lwer ratings than easier nes; 2 Allwing quantitative infrmatin abut individual members f staff t be widely available culd encurage unwelcme cmparisn and public ranking f individual perfrmance. 3 This is the methd used in the Natinal Student Survey (NSS), which reprts distributin data and percentage agreement, and is a mre statistically meaningful apprach than using the mean. 6

7 Curses delivered by teams tend t receive lwer ratings than thse delivered by an individual teacher Institutinal use f the data Quantitative data frm the results f several curse questinnaires may be aggregated t prduce an verview (fr example, all the curses cmprising a particular prgramme, r all the curses ffered by a schl r cllege). Since aggregated data des nt identify individuals, it can be made available mre widely thrugh the institutin and may be used t infrm institutinal prcesses, such as annual mnitring, peridic subject review, etc. Only the quantitative data elicited frm the cre questins, (i.e. thse that are asked f all curses, CORE1-3)) will be aggregated, since nly this permits direct and equivalent cmparisn. Quality guidelines (as implemented in EvaSys) may be applied t aggregated data. Any aggregatin f feedback data at the schl, cllege, r university level shuld Only include data frm the three quantitative CORE questins (CORE1-3). Nt include any qualitative respnses. Be based n aggregatins f percentage agreement fr each f the three questins, rather than the mean. Only apply traffic-light quality guidelines 4 at levels that have been determined by EdPSC as apprpriate, based n evidence frm previus data. The use f quality guidelines t infrm institutinal quality prcesses, e.g. Annual Mnitring, Peridic Subject Review, will nly be develped when cnfidence in the measure has been established. Part 2. Extended Questinnaires: Optins and additins cvered by the plicy Mindful f the fact that students will be required t cmplete the five cre questins fr all curses that they undertake, the required Cre questin set is deliberately small. Hwever, in the event f additinal feedback being required fr a particular purpse, Curse c-rdinatrs may supplement the basic questinnaire with additinal questins t create an extended questinnaire. The plicy permits this by: Defining principles fr the design f extended questinnaires; Prviding a range f ptinal questin sets, tailred t suit different purpses. The emphasis in the creatin f extended questinnaires is the need fr additinal feedback required fr a particular purpse. Since extending the basic questinnaire will result in additinal effrt fr students, lecturers and administrative staff, the particular reasns fr extending the questinnaire need t be clearly specified in advance. 4 When reprting percentage agreement data, the quality guideline cnsists f the threshld representing agreement and a target fr the percentage f respnses greater than this threshld: if the quality guideline is met there is green light and if nt it is red (there is n amber light). 7

8 2.1 Principles f extended questinnaire design The five cre questins must always be included at the tp f the questinnaire: these are the minimal requirements. If a questin set is t be included, then nrmally all questins in the set shuld be used (althugh questins that are clearly inapprpriate fr a particular curse may be mitted). Custmised questins can be added as required (referred t as the Ad-Hc set). The ttal number f questins in the entire questinnaire (including the cre questins) shuld nt exceed 22 unique clsed questins, and nrmally nt exceed fur pen questins. 5 Where a curse includes multiple members f staff, it shuld be clear which questins relate t which members f staff. If the Teaching Quality Set is used, then this wuld nrmally preclude the use f the Curse Quality Set (and vice versa) 6. Staff seeking specific evidence f teaching quality (fr example, fr the purpses f Teaching Excellence Awards r prmtin n the basis f teaching) are encuraged t use the Teaching Quality Set. Care shuld be taken that questins are nt duplicated. The Questin Sets are prvided as Appendix 1. Please nte that if an extended questinnaire has been used, data frm all questins shuld be summarised in the Feedback Respnse dcument. 2.2 Respnsibility fr questinnaire design Design f an extended questinnaire is the respnsibility f the lecturer r curse team. Questins additinal t the cre set shuld nt be added withut prir discussin with the lecturer r curse team. Schl learning and teaching cmmittees may wish t take a c-rdinated apprach in determining which nn-cre questins t include in the questinnaires fr all their curses; hwever, this shuld be discussed with all curse c-rdinatrs befre ging ahead. The extended questinnaire used fr a particular curse need nt necessarily be the same every year. 2.3 Selecting Optinal Questin Sets If a member f staff is seeking in-depth explratin f their teaching r evidence f their teaching perfrmance; fr example, if they are n prbatin, are intending t apply fr a Teaching 5 The balance between pen and clsed questins has been carefully cnsidered, as pen questins require mre time and effrt t respnd t effectively. This is in acknwledgement f the burden n students f cmpleting questinnaires fr all their curses and the several general surveys they are asked t respnd t, and t minimise any adverse effect this might have n participatin rates. 6 In develping the questins sets, the Wrking Grup nted that students ften cnflate their pinins f the teaching f the curse and its cntent. The Grup cncluded that, in rder t ensure reliable interpretatin f the data, it was imprtant fr a questinnaire t fcus n ne r the ther. 8

9 Excellence Award, r submit a prmtin applicatin, they shuld use the Teaching Quality Set. This set gathers feedback frm students n a single member f staff 7 If a Curse C-rdinatr is interested in assessing the quality f a curse, fr instance the first time a curse is run, they shuld use the Curse Quality Set. It includes questins relevant t the cntent and structure f the curse, cvering the sub-tpics f: clarity f bjectives, cntent, resurces, assessment, and the feedback n assessed wrk given t students. Supplementary questins frm the Curse Quality Supplementary Set can be added where seminars, practicals, tutrials, ral presentatins, and grup-wrk are used in the curse delivery. If a curse is aimed at Pstgraduate Taught students and data is sught n the particular needs f PGT students, wh are new t the University and are typically here fr nly ne year, the PGT Set might be useful. This set is intended nly fr PGT curses. Where a curse plays a key rle in the marketing f a prgramme r the University, the Expectatin/Marketing Set can be used t gather data relevant t student satisfactin and expectatins that may prvide useful infrmatin fr marketing purpses. If additinal questins are required fr anther purpse, the Ad-Hc Set may be used. This set is included as a place-hlder t facilitate the creatin f apprpriate custmised questins fr a specific purpse Reprting requirements fr extended questinnaires Access t data As fr the basic questinnaire, autmatic access t specific extended questinnaire data relating t individual members f teaching staff is restricted t the individual and their line manager (r persn wh cnducts their P&DR, if this is nt the line manager), and, nly if the Head f Schl deems it necessary, t the prgramme directr As abve, this des nt prhibit an individual member f staff frm chsing t share their wn curse feedback as they see fit; indeed, they may be encuraged t share their feedback where extended questinnaires have been designed t elicit feedback frm students fr a specific purpse. Examples wuld be where the Expectatins/Marketing Set has been used and the results shared with RIO, r where the Curse Quality Set has been used acrss several curses in a schl fr the purpses f prgramme review Institutinal use f the data Data frm extended questinnaires will nt be reprted r used at institutinal level, since its purpse is t infrm reflectin and enhancement by an individual r by the schl. 7 CORE 1 (teaching) shuld be used t capture general feedback n members f a teaching team. 8 Fr example, staff can set questins here t explre issues that have arisen in the NSS, the Student Barmeter, r in Staff-student Liaisn meetings in previus fferings f the curse t imprve understanding f the issue r t assess whether prgress is being made. Staff may als wish t cnsult student representatives regarding suitable questins t include. 9

10 Thus, the respnses t any nn-core questins shuld, deliberately and carefully, nt be included in any verall curse summary aggregatin. This is t ensure that like is cmpared with like at Cllege and University level. It is recmmended that n aggregatin r quality indicatrs be rutinely applied t nn-core questins in extended questinnaires. Aggregatin f data fr grups f curses may nly be applied t ptinal and custmised questins where like can be cmpared with like, i.e. where a Schl/Subject has elected t issue the same questinnaire t all their curses. This may be dne by agreement at the lcal level with all curse c-rdinatrs t facilitate Schl/Subject cmparisns. 3. Other pints t think abut 3.1 Cllect feedback frm students n all teaching staff Schls/Subjects shuld be encuraged t include questins specifically fr the purpse f cllecting feedback n all teaching staff. The Cre Questin Set relates nly t academic staff (n standard university academic cntracts), as it relates t an institutinal requirement that all members f academic staff btain feedback n their teaching perfrmance. Cllecting feedback relating t ther teaching staff (i.e. thse nt n standard academic cntracts - GTAs, tutrs, demnstratrs, seminar facilitatrs) is a Subject r Schl respnsibility. Feedback specifically relating t ther teaching staff is nt included in the Cre Questin Set r, imprtantly, in any f the recmmended uses f the data gathered there. Feedback n ther teaching staff can be btained by adding apprpriate questins t an extended questinnaire via the Ad-hc set. 3.2 Use a variety f feedback methds The use f curse questinnaires, cntaining the cre questin set as a minimum, is a requirement f the University fr quality management purpses. It is nt intended t replace r t discurage the use f ther highly effective frms f gathering feedback frm students (such as fcus grups, interviews, minute papers, shrt in-class questins). An added bnus is that these methds encurage students t engage with the feedback prcess early n, thus helping them develp apprpriate critical and reflective skills which will cntribute t better quality subsequent feedback. Mre n these can be fund in the Cde f Practice fr Obtaining and Respnding t Student Feedback (see Appendix 5: Related dcuments, plicies, links). 10

11 Appendix 1: The Questin Sets The questins sets were cmpiled t prvide staff with standard wrding n ppular tpics t assist in fcusing the feedback gathered frm students and btaining meaningful results. The range and cmplexity f pssible questins and the extent f the different tpics n which questins can be asked (e.g. teaching, assessment, resurces, supprt) is unlimited. Als, questins seemingly asking the same thing can carry different messages depending n subtle changes in wrding. The questins that make up the Questin Sets were selected by the Curse Feedback Questinnaire Wrking Grup frm a large number f existing student feedback questins (ver 350 unique questins) cllected: frm their wn experience, frm external surveys (e.g. the NSS), and frm ther universities publically available feedback instruments. THE CORE QUESTION SET Unless therwise stated, all questins use the scale: Strngly Agree Strngly Disagree CORE1 (teaching) The lecturer explained things well. 9 r CORE1 (supervisin) My prject/dissertatin/placement 10 supervisr was helpful. CORE2. CORE3. CORE4. CORE5. The curse was intellectually stimulating. I am satisfied with the verall quality f the curse. What was gd abut the curse? OPEN Hw culd this curse be imprved? OPEN 9 This questin t be repeated fr all academic staff wh delivered at least three lectures in the curse, with names prvided in the questin as apprpriate. 10 Chse the apprpriate term when this questin is used fr curse that nly entails supervisin f a piece f wrk. 11

12 THE TEACHING QUALITY SET Unless therwise stated, all questins use the scale: Strngly Agree Strngly Disagree TQ1. TQ2. TQ3. TQ4. TQ5. TQ6. TQ7. TQ8. TQ9. The lecturer made the subject interesting. The lecturer was enthusiastic abut the subject. The lecturer was apprachable. The lecturer gave me sufficient supprt with my studies when necessary. I have been able t cntact the lecturer when I needed t. The lecturer gave me useful feedback n my academic wrk. The lecturer encurages student participatin. The best part f this lecturer s teaching is OPEN If I were the lecturer, I wuld teach differently by OPEN THE COURSE QUALITY SET Unless therwise stated, all questins use the scale: Strngly Agree Strngly Disagree CQ1. CQ2. CQ3. CQ4. CQ5. CQ6. CQ7. CQ8. I understd what is expected f me in this curse. The structure f the curse helped me understand the material. The curse encuraged me t wrk independently. Apprpriate resurces were prvided t supprt my learning in this curse. The methds f assessment allwed me t demnstrate my learning. The criteria used in marking have been made clear in advance. Feedback n my wrk has helped me clarify things I did nt understand. Cmpared with ther curses, this curse was: Engaging Dull CQ9. 11 Cmpared with ther curses, this curse was: Difficult Easy 11 Nte that any Quality Indicatr threshld applied t aggregated results frm this questin (and PGT6 belw) is meaningless: it is nt necessarily gd r bad fr a curse t be mre r less difficult when cmpared with thers. 12

13 THE COURSE QUALITY SUPPLEMENTARY SET Unless therwise stated, all questins use the scale: Strngly Agree Strngly Disagree CQS1. The seminars helped me t gain a deeper understanding f the subject. CQS2. CQS3. The practical sessins helped me t gain a deeper understanding f the subject. The tutrials helped me t gain a deeper understanding f the subject. CQS4. The grup-wrk exercises helped me t gain a deeper understanding f the subject. CQS5. The curse has helped me t give ral presentatins with cnfidence. THE PGT SET Unless therwise stated, all questins use the scale: Strngly Agree Strngly Disagree PGT1. I understd what was expected f me in this curse. PGT2. The assessment requirements fr this curse were clear. PGT3. I received sufficient supprt fr my studies. PGT4. I received sufficient feedback n my academic wrk. PGT5. The number f frmal cntact hurs allcated t this curse was apprpriate. PGT6. I fund this curse: Difficult Easy THE EXPECTATIONS/MARKETING SET Unless therwise stated, all questins use the scale: Strngly Agree Strngly Disagree E/M1. This curse has met my expectatins. E/M2. I wuld recmmend this curse t ther students. E/M3. My experience at The University f Glasgw has met my expectatins. E/M4. I wuld recmmend The University f Glasgw t ther ptential students. E/M5. The University f Glasgw is an example f my ideal higher educatin institutin. THE AD-HOC SET This set is deliberately empty. Questins custmised fr specific purpses may be added t this set. 13

14 Appendix 2: Suggested Feedback Respnse Template and Example Curse name: PW2033: Prspective Warehusing Plicies 2 Feedback There are t many tutrial questins t finish them in the tutrial sessin. The vides shwn during the lectures were very useful The first tw weeks were bring; they cvered material cvered last year The lecturer talks t fast Date Feedback Respnse received 13/04/15 The imprtant questins will be highlighted in advance; students are expected t d the thers in their wn time 13/04/15 N actin needed: they will cntinue in future years 13/04/15 This material is essential fr students wh did nt take the level 1 curse. Advanced reading tpics will be prvided fr students wh wish t read ahead in these tw weeks. 13/04/15 The lecturer can try t speak slwer, and will emphasise t the class that interruptins frm students wh wish t ask questins are welcme. Prgress & date T be dne n a weekly basis during the next academic year, frm January 2016 N/A Reading tpics have been identified and placed n the curse Mdle page (13/09/15) T be dne at the start f the curse in January

15 Appendix 3: Principles f Data Access Data access is restricted t thse wh have the means t effect change. Curse data Data assciated with feedback given by students fr a single curse will cnsist f: Fr each clsed questin: A scre: the median, r the percentage f respndents wh Strngly agree r Agree A frequency distributin Qualitative respnses t pen questins An ptinal narrative recrding any relevant cntext, prvided by the curse leader. Autmatic access t this data is restricted t the individual and their line manager (r persn wh cnducts their P&DR, if nt the line manager): ie, the nly persn in a psitin t influence the individual s subsequent behaviur thrugh supprt, praise, encuragement fr prmtin etc. 12 If deemed necessary, the Head f Schl may give permissin fr the prgramme directr t have access t the data Individuals may chse t share this data if they wish (fr example, with a prgramme leader). Grups f Curses Data aggregated ver a grup f curses (prgramme, schl, subject etc) will cnsist f: Overall mean percentage agreement scre (als referred t as an aggregated scre) fr each f the three CORE1-3 questins. Overall Quality Indicatr (i.e. red r green traffic light based n predefined threshld) applied t each f the three CORE1-3 questins. An ptinal narrative recrding any particular cntext relevant t the student feedback, prvided by a representative fr the grup f curses (e.g. head f schl). This data may be made publically available fr institutinal purpses. Extended questinnaires If additinal questins are included, the data assciated with these will cnsist f: Fr each clsed questin: A scre: the median, r the percentage f respndents wh Strngly agree r Agree A frequency distributin Qualitative respnses t pen questins 12 Members f a curse team, may, f necessity, see the respnses t the CORE1 (teaching) questin relating t ther teaching members f the team; they are, f curse, expected t treat this infrmatin as cnfidential. 15

16 Imprtantly, the data frm these nn-core questins shuld nt be included in the calculatin f the verall agreement scres fr a curse. Data Access summary created by autmatically made available t purpse narrative cntext fr a curse lecturer r curse teaching team the lecturer(s) line manager(s) interpreting data in cntext the prgramme directr (if apprved by Head f Schl) interpreting data in cntext reprt summarising the respnses frm a survey relating t a curse taught by ne lecturer schl/institute EvaSys administratr the lecturer the lecturer s line manager persnal develpment reflectin & enhancement recgnitin P&DR the prgramme directr (if apprved by Head f Schl) identifying issues arising acrss a prgramme reprt summarising the respnses frm a survey relating t a curse taught by a team schl/institute EvaSys administratr all lecturers n the team (n the understanding that infrmatin abut clleagues is cnfidential) persnal develpment reflectin & enhancement recgnitin the lecturers line managers P&DR the prgramme directr (if apprved by Head f Schl) identifying issues arising acrss a prgramme reprt presenting aggregated percentage agreement fr each f the CORE 1-3 questins ver all curses in a schl r subject schl/institute lead EvaSys administratr anyne mnitring and cmparing perfrmance between schl/subjects reprt presenting percentage agreement fr each f the CORE 1-3 questins ver all curses in a cllege schl/institute lead EvaSys administratr anyne mnitring and cmparing perfrmance between clleges 16

17 Appendix 4: EvaSys Curse Evaluatin Sftware EvaSys is a web-based suite f autmatin sftware fr surveys and research prjects, curse and training evaluatins, exams and assessments. It ffers custmisable questinnaire templates fr use in paper based r nline surveys and fast reprting t speed up analysis and respnse times. The University has purchased the required licenses t prvide access t EvaSys fr all University Staff. Staff wishing t use the system t issue nline questinnaires can d s immediately and withut further cst. Staff wishing t issue paper questinnaires will need t purchase r negtiate access t a licensed scanner. Much f the plicy assumes use f EvaSys Curse Evaluatin Sftware and sme aspects may be difficult t achieve withut it. Please cntact Catherine Omand, Senate Office, fr mre infrmatin (Catherine.Omand@glasgw.ac.uk). Appendix 5: Related dcuments, plicies, links Curse Evaluatin and EvaSys Cde f Practice n Obtaining and Respnding t Student Feedback vice/#tabs=3 17